Introduction

When a school describes itself as Quaker, what does this mean, and does it matter? These central questions form the basis of discussion in this introductory chapter. We consider some key facts about the Society of Friends in Britain and the schools which are listed as Quaker; we discuss the origins of the research that underpin the insights and arguments put forward in the book; and I describe my position as the researcher. The chapters of the book will provide a snapshot of perspectives from pupils and teachers in five Quaker schools in England. These will often focus on the nature and experience of the cultures within these schools and engagement with the learning opportunities they provided. Consequently, the chapter will also consider what is meant by school culture and learning, as well as explain what the research was not about.