What does a modern Labour Party expect from its leader?

What the party has never had and needs today more than ever is a theory of leadership.

This is the time of year when Ed Miliband gets a pasting from the polls and the media. It has happened regularly since he became Labour leader in 2010. And virtually all the comments, criticisms, and attacks involve the crucial and dangerously undermining issue of leadership authority. Is Miliband up to it? Is he really leading the party? Is he a credible future prime minister? Where are the policies? Where is the leadership? His – fewer – defenders basically stress the opposite – that he is a good leader because he absorbs the criticism and is in fact calm, ruthless, and determined, or else that it doesn’t matter if the leader is less popular than the party, the party will win anyway.

This cacophony confuses and is drowning out two related but very separate issues: the question of the elaboration of policies and the party’s 'voice' on the one hand, and the question of Miliband’s leadership of the party and eventually of the country on the other. For a hundred years the party has been organised around the former – policies, policy programmes, and manifestos – its very existence is based around these; it knows nothing, however, about the latter – the role of leadership within a centre-left party.

Let’s look at them separately. First, policies. The current lack of policies is no accident. What the party, backed, indeed led, by the leadership has been doing in this area is nothing short of a fundamental ideological revision. For the last two years, the Policy Review has been a review of social theory and ideas, not of policy; and the input of the responsible capitalism, relational state, Blue Labour and One Nation thinkers in the party has seen a dramatic attempt to take the party away from New Labour, even away from Clement Attlee’s Labour, towards, or back to, an earlier tradition of localism, mutualism, community, self-help, solidarity, and self-reliance. And the rhetorical efforts of the Policy Review chair, Jon Cruddas, have been to take this emerging narrative and modernise it.

The move, over the next two years to a real policy review will be the test of whether One Nation is underpinned by a theory of power – this will determine whether this newly-fashioned craft, built from many traditional materials, will fly. But the critics will be confounded as the barrage of new policies emerges over the coming months. The question is not whether there will be policies, but whether the policies, based upon One Nation, will be bold, far-reaching, and inspirational enough for the party to deserve to be carried back to power and government.

This brings us to the other issue, Miliband’s personal presence and leadership. The party – rightly or wrongly - has always had theories of power and the policies that flow from them, theories of how capitalism works and what should be done about it to create the good society. What it has never had, and today needs more than ever in a society with unrelenting focus on the issue, is a theory of leadership itself. For the Conservative Party, a theory of leadership is hard-wired into the DNA. Leadership is a give and there are two desirable types: the grandee and the executive manager. Cameron is a hybrid of the two. Ironically, Margaret Thatcher was not an ideal-type Tory leader at all, but a happy accident that the Tories ran with, most of the time in a state of complete bemusement.

On the left though, there is a serious problem. In this age of perpetual media scrutiny, spin, and leadership image, the UK left has no idea what leadership is. In fact, it does not really believe it exists, or should exist. If Miliband’s personal popularity falters in the polls there is a storm of criticism, much of it little more sophisticated than the tabloid press’s attacks: he should have been here in the summer; where was he, in France somewhere? And where are those policies? The Tories grabbed all the headlines (Did they? What headlines?). François Hollande decided not to go on holiday this year and his ratings remain catastrophic; Angela Merkel did and hers are stratospheric. As the adage says, be careful what you wish for.

The left needs to ask itself a whole series of questions about leaders and leadership. What is the nature of leadership for the left today? What is its place in the traditions of the British left? In what way should the leader personify the party in the public sphere? What is the relationship of the leader to the party’s narrative or narratives? What is the role and place of leadership competition in a modern centre-left party? Are there leadership archetypes in the leftist imagination (and are they all male?). Practically, what should the leader of a major political party be doing in the silly season when the media can’t find solid political stories to talk about?

Miliband did extremely well at the 2012 conference – even the media agreed. But how should he talk to the party, the media, and the public between conferences? As well as developing the party’s ideas, expressing its deeply-held beliefs, and bringing forward a raft of policies for the next election, the party should – before collapsing once again into Miliband bashing - pay more attention to this historical and ideological blind-spot impeding its view of the world and of politics: what constitutes leadership in the left’s imagination and what does a modern Labour Party expect from its leader?

Ed Miliband makes his way to give a speech on the high street in Worcester town centre on April 25, 2013. Photograph: Getty Images.

John Gaffney is the co-director of the Aston Centre for Europe, specialising in French politics and the discourse of leadership.

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"We repealed, then forgot": the long shadow of Section 28 homophobia

Why are deeply conservative views about the "promotion" of homosexuality still being reiterated to Scottish school pupils? 

Grim stories of LGBTI children being bullied in school are all too common. But one which emerged over the weekend garnered particular attention - because of the echoes of the infamous Section 28, nearly two decades after it was scrapped.

A 16-year-old pupil of a West Lothian school, who does not wish to be named, told Pink News that staff asked him to remove his small rainbow pride badge because, though they had "no problem" with his sexuality, it was not appropriate to "promote it" in school. It's a blast from the past - the rules against "promoting" homosexuality were repealed in 2000 in Scotland, but the long legacy of Section 28 seems hard to shake off. 

The local authority responsible said in a statement that non-school related badges are not permitted on uniforms, and says it is "committed to equal rights for LGBT people". 

The small badge depicted a rainbow-striped heart, which the pupil said he had brought back from the Edinburgh Pride march the previous weekend. He reportedly "no longer feels comfortable going to school", and said homophobia from staff members felt "much more scar[y] than when I encountered the same from other pupils". 

At a time when four Scottish party leaders are gay, and the new Westminster parliament included a record number of LGBTQ MPs, the political world is making progress in promoting equality. But education, it seems, has not kept up. According to research from LGBT rights campaigners Stonewall, 40 per cent of LGBT pupils across the UK reported being taught nothing about LGBT issues at school. Among trans students, 44 per cent said school staff didn’t know what "trans" even means.

The need for teacher training and curriculum reform is at the top of campaigners' agendas. "We're disappointed but not surprised by this example," says Jordan Daly, the co-founder of Time for Inclusive Education [TIE]. His grassroots campaign focuses on making politicians and wider society aware of the reality LGBTI school students in Scotland face. "We're in schools on a monthly basis, so we know this is by no means an isolated incident." 

Studies have repeatedly shown a startling level of self-harm and mental illness reported by LGBTI school students. Trans students are particularly at risk. In 2015, Daly and colleagues began a tour of schools. Shocking stories included one in which a teacher singled out a trans pupils for ridicule in front of the class. More commonly, though, staff told them the same story: we just don't know what we're allowed to say about gay relationships. 

This is the point, according to Daly - retraining, or rather the lack of it. For some of those teachers trained during the 1980s and 1990s, when Section 28 prevented local authorities from "promoting homosexuality", confusion still reigns about what they can and cannot teach - or even mention in front of their pupils. 

The infamous clause was specific in its homophobia: the "acceptability of homosexuality as a pretended family relationship" could not be mentioned in schools. But it's been 17 years since the clause was repealed in Scotland - indeed, it was one of the very first acts of the new Scottish Parliament (the rest of the UK followed suit three years later). Why are we still hearing this archaic language? 

"We repealed, we clapped and cheered, and then we just forgot," Daly says. After the bitter campaign in Scotland, in which an alliance of churches led by millionaire businessman Brian Souter poured money into "Keeping the Clause", the government was pleased with its victory, which seemed to establish Holyrood as a progressive political space early on in the life of the parliament. But without updating the curriculum or retraining teaching staff, Daly argues, it left a "massive vacuum" of uncertainty. 

The Stonewall research suggests a similar confusion is likely across the UK. Daly doesn't believe the situation in Scotland is notably worse than in England, and disputes the oft-cited allegation that the issue is somehow worse in Scotland's denominational schools. Homophobia may be "wrapped up in the language of religious belief" in certain schools, he says, but it's "just as much of a problem elsewhere. The TIE campaign doesn't have different strategies for different schools." 

After initial disappointments - their thousands-strong petition to change the curriculum was thrown out by parliament in 2016 - the campaign has won the support of leaders such as Nicola Sturgeon and Kezia Dugdale, and recently, the backing of a majority of MSPs. The Scottish government has set up a working group, and promised a national strategy. 

But for Daly, who himself struggled at a young age with his sexuality and society's failure to accept it, the matter remains an urgent one.  At just 21, he can reel off countless painful stories of young LGBTI students - some of which end in tragedy. One of the saddest elements of the story from St Kentigern's is that the pupil claimed his school was the safest place he had to express his identity, because he was not out at home. Perhaps for a gay pupil in ten years time, that will be a guarantee. 

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