A Class Act: Changing Teachers' Work, Globalisation and the State

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Taylor & Francis, 2000 - Education - 240 pages
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This book offers an original and challenging theoretical and empirical approach to mapping the changing nature of teachers' work historically and in the contemporary period. It is an attempt to understand how and in what ways teachers' work has changed following the demise of the post-war settlement and the imminent collapse of teachers' project of professionalism secured through solidaristic strategies such as unionism. Dr. Robertson argues that in order to understand these issues, a more rigorous set of conceptual tools around social class, occupational power and worker control is needed. The first two sections of the book set out to address that problem. The final section elaborates on the changing contexts and conditions for contemporary teachers more generally, and argues that structural and ideological changes within educational provision have led to differing capacities in the realization of class assets.
 

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Contents

Teachers and Change
1
The Terrain
19
Teachers the State and Social Settlements
33
LaissezFaire Liberalism Teachers and the State
49
Fordism Welfare Statism and the Rise
71
PostFordist Discourses and Teachers Work
125
Managing
147
Fast Schools and the New Politics
163
Critical Realities Reviewed
185
REFERENCES
215
INDEX
233
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About the author (2000)

Dr. Susan Robertson has researched, published and taught political sociology and policy studies in education in Australia, Canada and New Zealand. She has recently taken up an appointment as Senior Lecturer in the Graduate School of Education, University of Bristol in England. Dr. Robertson has published in a range of international journals and book collections on matters of education, labor and the state. Her interest is in theorizing the changing nature of work, policy formation and implementation and critical policy analysis. She is co-editor with Harry Smaller of Teachers' Political Activism (1996) and currently completing a book with Roger Dale on Critical Policy Methodology in Education.