Theresa May's recent U-turns on forced academisation and grammar schools (amongst others) led a recent article by Angela Rayner in the Guardian Teachers Network to compare her to a dangerous driver: veering unpredictably across the road, hesitating and reversing, with no clear sense of direction or control.
On one level this is worrying for those of us that work in education. If the people at the wheel don't know what they're doing, what hope the rest of us?
But on another level this could be seen as a positive development. In their indecision, the government have slowed the car down drastically - the relentless pace of education reform has, at least for now, been abated, which will be welcomed by many.
And beyond this, the current lack of direction from the top might serve to remind us that the direction for educational change can come from within, as well as without. It can come from the bottom up, not just the top down. With less control at the wheel, there is a greater opportunity for the passengers to take over the car - to start our own research projects, to change our own working practices, to develop our own theories and programmes, and to make children's lives better.