This volume discusses changes in views and attitudes about the work of teachers and how these sociological views and attitudes have asserted themselves in the last decade. The book is organized in three sections. The first lays a theoretical framework by addressing the notion of class and how it affects views of teachers' work. The second section puts the first section's theory into practice through an illustrative analysis of teachers' lives in America and in England. The final section focuses on the changes that have affected teachers' work in the 1990's and world over.

Dr. Susan L. Robertson has recently taken up an appointment as Senior Lecturer in the Graduate School of Education, University of Bristol in England

Acknowledgements

xi

Series Editor's Introduction

xii

Introduction A Class Act: Teachers and Change

1

(1)

Changing Teachers' Work

1

(4)

Plus ca Change, Plus C'est la Meme Chose?

5

(2)

Critical Theory and Change

7

(2)

Philosophical Realism as Methodology

9

(2)

Critical Realism and Teachers' Labour

11

(2)

This Book

13

(4)

Part I Conceptual Contours

17

(30)

Teachers and Class: The Terrain and Stakes of Struggle

19

(14)

Is Class a Viable Conceptual Tool for Understanding Teachers' Labour?

19

(1)

Class Matters

20

(3)

A Realist Framework for Class Analysis: Causes and Conditions

23

(1)

Starting Points: Economic, Organisational and Cultural Assets

24

(3)

Cultural Capital as a Cultural Asset

27

(2)

Taking the Analysis Further: Social Capital and Social Assets in Class Formation

29

(2)

Realism As Methodology: `Consequences' and the Contribution of Lockwood

31

(1)

Conclusion

32

(1)

Teachers, the State and Social Settlements

33

(14)

Settlements, Crisis and Transformation

33

(1)

Regulation Theory---the Accumulation/Institution Relation

34

(4)

A Framework for Analysing Teachers' Work in Social Settlements

38

(2)

Class and Labour---Power and Control

40

(2)

Points of Analytical Focus---Bernstein on Power and Control

42

(1)

Gouldner and the New Class Thesis

43

(2)

Conclusion

45

(2)

Part II Changing Contexts

47

(62)

Laissez-Faire Liberalism, Teachers and the State

49

(22)

Introduction

49

(2)

Liberalism and the `Age of Capitalism'

51

(2)

Laissez-faire Liberalism and State Paternalism in England

53

(2)

Liberalism and Capitalist Expansion in America

55

(2)

Class, Gender, Segmentation and Subordination of Teachers in England

57

(3)

From Political Patronage to Administrative Efficiency in America

60

(6)

A Crisis of Profitability and Liberalism

66

(3)

Conclusion

69

(2)

Fordism, Welfare Statism and the Rise of Teachers as `Professionals'

71

(38)

Thirty Glorious Years

71

(3)

Taylor's Alchemy and the Fordist Model of Production

74

(5)

Education and the Cult of Efficiency in America

79

(8)

Managing Teacher Discontent in England

87

(7)

Keynesian Ideas and the Consolidation of the New Social Settlement

94

(5)

Teachers and the Fordist Keynesian Welfare State Settlement

99

(7)

Conclusion

106

(3)

Part III Contemporary Change

109

(74)

The New Politics of `Fast Capitalism': From Body to Soul

111

(14)

`Fast Capitalism'

111

(1)

FAST: Firmly Fixed or Attached

111

(2)

FAST: Rapid, Quick Moving, Providing or Allowing Quick Motion

113

(2)

FAST: Showing Too Advanced Time

115

(3)

FAST: Immoral, Dissipated

118

(1)

From Body to Soul: The New Politics of Consumption

119

(2)

Teachers and The New Politics of Production and Consumption

121

(3)

Displacements...Up, Out and Down...

124

(1)

Post-Fordist Discourses and Teachers' Work

125

(22)

Introduction

125

(1)

Toolkits---the New Organisational Principles

126

(2)

New Social Visions

128

(2)

Critical Social Perspectives

130

(2)

Post-Fordist Discourses on Restructuring Teachers' Labour

132

(1)

Tools for Managing---New Principles for Reorganising

133

(4)

Social Visions, Markets and Teacher Empowerment

137

(4)

Critical Social Perspectives on Teachers' Work

141

(4)

Conclusion

145

(2)

Ratcheting Up the Marketness Factor: Managing Compliance to the Competitive State Project

147

(16)

Bringing the State-Market Relation into View

147

(1)

Economic Markets and Their Relationship to the State

148

(5)

The Institutional Nature of State-Market Relations

153

(1)

Further Dimensions of Market Relations---`Marketness' and `Embeddedness'

154

(2)

Managing Teachers' Commitment to the New Settlement

156

(5)

Conclusion

161

(2)

Fast Schools and the New Politics of Production and Consumption

163

(20)

Introduction

163

(1)

The Social Relations of Production and Consumption

163

(2)

Co-opting Schooling to the Competitive State Project

165

(4)

New Production Concepts and the Flexible Worker

169

(3)

Schools as Production Sites

172

(1)

Lifestyle Choices in the Schooling `Super' Market

173

(6)

Product and Lifestyle Consumption

179

(1)

Cyborgs and Consumerism in an Information World

180

(2)

Fast Schools: A New Terrain for Professionalism

182

(1)

Part IV Critical Realities Reviewed

183

(32)

Critical Realities Reviewed

185

(30)

Introduction

185

(2)

A New Educational Mandate

187

(2)

Reshaping the Modes of Governance

189

(1)

The Transformation of Assets

190

(15)

Teachers' Situations at the End of the Millennium

205

(7)

Concluding Comments

212

(3)

References

215

(18)

Index

233

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