This article reports on an ethnographic analysis of students who play chess at a mixed comprehensive school in England. The authors explore how children learn when playing chess and speculate about how the appeal of the game could be used by secondary teachers to improve English lessons.

Argues that educational reform will fail unless the priorities of reformists and adolescents are rendered more harmonious. Discusses establishing a congenial tone in the classroom and giving students greater responsibility for curriculum choices. (EL)

Describes how teachers might invite their students to become participants in the act of educational reform. Argues that school reform will ultimately fail unless students are encouraged to participate. (HB)