Literaturnachweis - Detailanzeige
| Autor/in | Stevenson, Howard |
|---|---|
| Titel | Restructuring Teachers' Work and Trade Union Responses in England: Bargaining for Change? |
| Quelle | In: American Educational Research Journal, 44 (2007) 2, S.224-251 (28 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0002-8312 |
| DOI | 10.3102/0002831207302194 |
| Schlagwörter | Unions; Foreign Countries; Collective Bargaining; Labor Legislation; Teaching (Occupation); Faculty Workload; Labor Relations; Labor Economics; Organizational Change; Organizational Development; United Kingdom (England) |
| 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 deskilling, 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. (Contains 5 notes.) (Author). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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