Restructuring teachers' work and trade union responses in England: bargaining for change?

Stevenson, Howard (2007) Restructuring teachers' work and trade union responses in England: bargaining for change? American Educational Research Journal, 44 (2). pp. 224-251. ISSN 0002-8312

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Official URL: http://dx.doi.org/10.3102/0002831207302194

Abstract

A key feature of current school-sector reform in England is the restructuring of teachers' work and the increased use of support staff to undertake a range of activities previously undertaken by teachers. Supporters speak of a new teacher professionalism focused on the "core task" of teaching. Critics fear deprofessionalization through a process of de-skilling, work intensification, and labor substitution. This article uses labor process theory and empirical data to analyze recent developments in teachers' work and links these to the different ways in which teacher trade unions have bargained over reform. The article argues that workforce reform cannot be analyzed separately from the trade union strategies that seek to influence policy and that the emergence of a type of "reform unionism" in England represents the integration of product and process in policy

Item Type:Article
Additional Information:A key feature of current school-sector reform in England is the restructuring of teachers' work and the increased use of support staff to undertake a range of activities previously undertaken by teachers. Supporters speak of a new teacher professionalism focused on the "core task" of teaching. Critics fear deprofessionalization through a process of de-skilling, work intensification, and labor substitution. This article uses labor process theory and empirical data to analyze recent developments in teachers' work and links these to the different ways in which teacher trade unions have bargained over reform. The article argues that workforce reform cannot be analyzed separately from the trade union strategies that seek to influence policy and that the emergence of a type of "reform unionism" in England represents the integration of product and process in policy
Keywords:Teacher Unions, school industrial relations
Subjects:L Social studies > L433 Education Policy
N Business and Administrative studies > N224 Management and Organisation of Education
Divisions:College of Social Science > Centre for Educational Research & Development (CERD)
ID Code:1123
Deposited By: Bev Jones
Deposited On:05 Sep 2007
Last Modified:18 Jul 2011 16:16

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