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This paper examines New Right argument on educational provision, including the establishing of a voucher scheme and the introduction of elements of a 'free market' into public sector education. The paper examines the right-wing allegation that educationalists have 'captured' the school curriculum and the argument on the need for 'consumer capture' of education. It discusses the New right tactic of privatization by stealth, and the argument that gradualism provides the most effective means of securing educational reform. The paper discusses arguments put forward by the right on the idea of a General Teaching Council (GTC) and argument on the need for the development of a teacher labour market freed from national salary scales. It goes on to examine Mary Warnock's proposals for a GTC and her views of teacher education. The paper examines the likely effects of the implementation of right-wings education policy, concluding that the 1988 Education Reform Act will prepare the ground for the privatization of education and the development of a teacher labour market of the kind proposed by the New Right. [ABSTRACT FROM AUTHOR]

The role of the technical teacher in training skilled workers within the FE system has perhaps been one of the least examined aspects of the researched education system in Britain It is not my intention here to explore why this is the case, particularly in view of contemporary debate about the importance of industrial training, but rather to examine the part technical teachers play within the existing arrangements of FE and work practice [1] The paper analyses how the technical teacher perceives the role of teacher as secondary to his occupational status within his former trade In addition, the paper examines the implications of this for his practice, his relations with apprentices and perceptions of his subject matter The main argument questions the assumption that the craft teacher and apprentice, by virtue of their common industrial experience, share a 'special relationship' which unites them in their work The paper is divided into three inter-related parts The first explores the basis upon which such a 'special relationship' is seen to exist the second considers how the conditions of FE practice prevent teachers from exploiting that sense of communality with apprentices which they consider important Finally, the third section analyses how the technical teacher, despite his allegiance to 'trade practice', gradually adopts 'educationist' and 'teacher' strategies to legitimate his training 'function' In so doing, the paper examines the uneasy coexistence which is seen to characterise the relations between 'education' and 'training' in Further Education [ABSTRACT FROM AUTHOR]

The present paper explores the fascist vision for education in 1930s Britain through the presentation of extracts from official publications of the British Union of Fascists (BUF), as well as from the writings of Party members. The paper presents a socio-historical study of British adherents to fascism and provides an account of their thinking in relation to education and schooling, exposing a milieu of ideologues, Party functionaries and serving teachers who were animated by their political commitment. Following a brief outline of the early years of British fascism, there is an account of some key members and their educational ideas, followed by a discussion of the BUF's educational policies and of its approach to internal education and training. The orientation of the BUF and its membership to education, and the Party's formulated policies in this field present a modernist vision that was calculated to have particular appeal to educational professionals. There is a consideration, through memoirs, of the experiences of two BUF members who were teachers. The paper reveals a relatively hidden episode in the social history of British educational politics; one that contained paradoxes of intent and outcome, and of means and ends, when ostensibly progressive and socially elevating concepts were employed in ways that had an ultimately destructive impact on individuals, both personally and professionally, as well as on whole societies. [ABSTRACT FROM AUTHOR]

This paper examines claims that recent reforms to UK education have led to significant organisational changes in primary school and higher education. It also examines two main theoretical explanations for these, namely post-Fordism and New Managerialism. Examples of changes in both schools and universities, including flexibility and teamwork, are explored. Up to the mid-1980s, publicly funded educational organisations did display bureaucratic features, including rules, staff hierarchies and complex procedures. However, professionals employed in these organisations retained discretion and autonomy in their work. Since then, the introduction of an audit culture and a greater emphasis on management and regulation of the work of teachers and academics has decreased discretion and autonomy. This paper suggests that theories of New Managerialism offer a more satisfactory explanation of the changes explored than post-Fordism, which has more often been used as a normative model of what contemporary organisations should look like. [ABSTRACT FROM AUTHOR]

This paper examines the ways in which British Chinese pupils are positioned and represented within the popular/dominant discourse of teachers working in London schools. Drawing on individual interviews from a study conducted with 30 teachers, 80 British Chinese pupils and 30Chinese parents, we explore some of the racialised, gendered and classed assumptions upon which dominant discourses around British Chinese boys and girls are based. Consideration is given, for example, to teachers' dichotomous constructions of British Chinese masculinity, in which British Chinese boys were regarded as 'naturally' 'good' and 'not laddish', compared with a minority of 'bad' British Chinese boys, whose laddishness was attributed to membership of a multiethnic peer group. We also explore teachers' constructions of British Chinese femininity, which centred around remarkably homogenised representations of British Chinese girls as 'passive' and quiet, 'repressed', hard-working pupils. The paper discusses a range of alternative readings that challenge popular monolithic and homogenising accounts of British Chinese masculinity and femininity in order to open up more critical ways of representing and engaging with British Chinese educational 'achievement'. [ABSTRACT FROM AUTHOR]

This paper draws on research in three English Midlands local education authorities to analyse the changing role of the teacher trade union representative in schools. It focuses on representatives of the largest teachers' union in England and Wales--the National Union of Teachers. The paper draws on mainstream industrial relations literature, and more recent research into school sector industrial relations, to assess how the role of the union representative is changing in an era of autonomous schools. The research indicates that new issues are emerging in schools, and these have the potential to transform the role of the representative. Where representatives can respond to the emergence of these new issues there is the prospect of a new, more participative trade union culture developing in schools. However, it is far from certain that school union representatives will want to assume these increased responsibilities, and this poses a major challenge for the development of teacher trade unionism. [ABSTRACT FROM AUTHOR]

This paper draws on questionnaire responses from senior commissioning editors located within nine of the major UK education publishing outlets. It explores changing priorities in educational publishing with reference to authorship, readership and the changing policy context within which publishing 'lists' are conceived, developed and marketed. The shift of orientation within educational publishing from a 'general' to a 'professionalised' public is central to the argument of the paper. That argument is pursued through an analysis of how the changing priorities of educational publishing are impacting upon academics and practitioners. Central to that analysis, however, is a recognition that publishing houses, schools and institutions of further and higher education are subject to social and economic pressures that not only shape the educational agenda, but help determine what groups, individuals, institutional interests, etc. constitute the 'public' debate around that agenda. Through a specialist focus on educational publishing, the paper is able to identify some of the key issues that need to be addressed in order to revivify the public sphere and reintegrate it into what is becoming an increasingly 'professionalised' debate on education. [ABSTRACT FROM AUTHOR]

This paper, drawn from an ESRC-funded research project, deploys data from one secondary school to raise some general times about the development of disciplinary technologies of surveillance and uses of performance in education. It is argued that the use of Total Quality Management, school Development Planning and ofsted (The Office for Standards in Education) Inspections, individually and collectively produce an intensification of teachers' work, submit teachers more directly to the 'gaze' of policy, and encourage schools and teachers to 'fabricate' themselves for the purposes of evaluation and comparison The paper is premised on the argument that schools cannot be represented adequately within research (or evaluation) by simple stones or single essentialising tags, `good/bad', `successful/failing'-they are inherently paradoxical institutions [ABSTRACT FROM AUTHOR]

A recent review essay of three books on effective schooling stated that the literature on school effectiveness largely adopts a functionalist view of society and schooling and the field of inquiry is dominated by a positivist paradigm. The review argued for a sociological analysis of effective schooling. This paper examines from a sociological perspective the nature of effective schooling. The paper draws on case studies of four high schools to analyze their relationship with the social, cultural and policy dimensions oft heir context. A major focus of the paper is on the dilemmas, tensions and issues arising from the interrelationship between each school and its context, and the implications of these for an understanding of effective practices in schools. [ABSTRACT FROM AUTHOR]

This paper reviews and explains the perceptions of a specific group of teachers in South Africa-white English-speaking teachers. The analysis, based on research conducted during 1986-4987, investigates the context in which these teachers perceive their subordination and articulate their interests The discursive approach which is used here poses the notion of white English-speaking teacher as a construction of social identity winch is contingent in the historical sense and is a product of discursive articulata. The article analyses the historical and the maternal conditions in which the teachers' work is situated. It explains the nature of the teachers' perceived subordination and social identity. Finally, the paper offers a short note of conclusion about the implication of this analysts for the possibility of a pluralist notion of teachers' unity. [ABSTRACT FROM AUTHOR]

The paper argues that in recent years sociologists have neglected the processes of occupational socialisation of teaching, despite research interest in everyday life in other educational settings Shortcomings in the extant research on teacher socialisation and in the wider literature on professional socialisation are detailed to explain the lack of intellectual interest in teacher socialisation Finally, the paper offers some potential lines for the development of research on teacher socialisation. [ABSTRACT FROM AUTHOR]

In this paper I explore the process of subjectification (sometimes also called subjectivation, or simply, subjection) through which one becomes a subject—a process that Butler describes in terms of simultaneous mastery and submission, entailing a necessary vulnerability to the other in order to be. I examine the conceptual work Butler has undertaken to extend the Foucauldian concept of subjectification, and I draw on some encounters between teachers and their students in order to make these processes of subjectification understandable in the context of education. I conclude the paper with some notes toward an ethics of classroom practice. [ABSTRACT FROM AUTHOR]

After a brief and vigorous appearance in the 1980s, labour process theory has become a marginal presence in the contemporary literature on teachers' work. This paper argues that a key reason for this marginal status is that, in the education literature, labour process theory has been unable to shake clear of its historical connection with the Braverman proletarianisation thesis. This has produced a focus on a single mode of control (scientific management) and its effects (e.g. deskilling and intensification), rather than on the forms and purposes of control of teachers. As a consequence, labour process theory has appeared deterministic. If it is to fulfil its potential as an important lens through which to analyse empirical research into the work of educators, labour process theory requires theoretical renovation, particularly in relation to the special contexts and circumstances of education and teachers' work. The paper contributes to one aspect of that task--the nature of control and its purposes in relation to state teachers. [ABSTRACT FROM AUTHOR]

The main purpose of this paper is to critique the concepts of 'teacher professionalism' and 'professional identity' as they are currently manifest in the field of teaching and teacher education from two related feminist perspectives. In the first instance, feminist critiques of liberal democracy are drawn upon to expose the gendered assumptions which underlie dominant conceptions of the 'professional' teacher. Particular attention is paid to the now dominant view of the teacher as a rational and instrumental actor, and its gendered dimensions are explored. Second, the gender dualisms which reside at the heart of the concept 'teacher professionalism' are identified and discussed. The discussion is then widened to examine the role of gender politics in shaping the epistemological premises upon which teacher professionalism is developed and its more formative role in the exploitation of women teachers' labours. Drawing upon examples of current feminist research and my own preliminary empirical data, the paper concludes by presenting an alternative conceptual framework for assessing the gendered nature of identity formation in teaching. [ABSTRACT FROM AUTHOR]

Most analyses of resistance, subjectivity, and identity formation have been developed out of research on predominantly `western' industrialized nations. It his research has been full of insight, but it has limited our understanding of the importance of historical specificity, of conjunctural relations, and of the ways dais, gender, and race! ethnic histories and experiences take on specific meanings in different contexts. By focusing on one of these `different contexts `-South Korea and its recent moves to institute career education and to have more students identify as manual workers we wish. to show how such specificities work to produce particular forms of resistance, subjectivity, and identity, in the Republic of Korea (South Korea), the dominant faction of the power bloc has tried to reconstitute work subjectivity through education as part of its ongoing hegemonic project. This has been done in order to deal with economic stagnation and to recover the bloc's political and ideological power which was seriously weakened by the democratic and labor movements of the 1980s. This paper examines the ways in which administrators, teachers, and students in Korean commercial high schools responded to the policies and work subjectivities that were newly articulated by the dominant grout. Data used in this paper were gathered in an ethnographic study of two commercial high schools in Korea. The paper combines perspectives from both structural and poststructuraI theories to explore the complexities of these responses. [ABSTRACT FROM AUTHOR]

Professionals were once considered to be the civic leaders, the deliverers of the - society However, the old order has cracked under the pressure of social change, leaving a very different relation between professionals and their publics. This paper addresses some of the questions occasioned by these changes. Where does the altered pours relation between parents, students and teachers leave the notion of teacher professionalism? What is the role of professionals within the emergent order? The paper is a product of the ESRC-funded New Forms of Education Management Project (Local Governance Programme) It argues that, within the new management of education, the professional codes and practices point to a changing relation between teachers and what has traditionally been seen as their specialist knowledge. An outcome of this altered relation is the empowerment of parents and students in relation to teachers However, the new relation depends upon new shared understandings and new sets of agreement-making and these in turn depend upon new processes of agreement-making and a radically altered power relation between parents, students and teachers as they jointly develop these processes The paper reviews the changing purposes of professionalism during the second half of the 20th century and outlines a new version of teacher professionality based upon the enabling of learning, the accommodation of difference, and the practice of agreement Agreement is then 'theorised' in terms of the nature of agreement and the institutional structuring of agreement. [ABSTRACT FROM AUTHOR]

This paper explores some of the relationships between the understanding of gender equity and gender issues in education held by academic staff in an institute of higher education, and their views on the importance of incorporating gender into the curriculum. The paper discusses findings pertaining to how academics approach gender issues in their teaching in their relationships with students and with other members of staff In so doing the question is raised--what messages are trainee teachers receiving about gender issues? The findings also discuss some of the pedagogical implications arising from the absence of theoretical perspectives or orientations in relation to gender in preservice teacher education. [ABSTRACT FROM AUTHOR]

This paper details data obtained from research into the setting up of representative committees in state schools in Victoria, Australia. The aim of the research was focused on how successfully these new administrative structures were operating. However, during the conduct of the research project and when analysing the data later, it became obvious that temporal factors were a major consideration in the minds of the great majority of teachers. The research suggests that there may be inherent contradictions in trying to impose the time/ space administrative structure of a representative committee system on top of the traditional, time-tabled, clock-regulated structuring of teachers work. [ABSTRACT FROM AUTHOR]

This paper explores the ways in which student teachers position themselves as teachers in primary classrooms. It focuses upon one discourse an primary teaching, which we have called the 'real teacher' discourse, and argues that it is mainly in terms of this that students come to understand `being a teacher'. [ABSTRACT FROM AUTHOR]

The paper is part of a broader study which investigates the relation between differential patterns of achievement in the sciences at the secondary school level and social class, and in which a relation was found between the high level of conceptual demand of modern science courses and the underachievement of the working-class pupils Thu relation is mediated by a number of sociological factors, the teacher being one of them This study describes the assessment we made of teachers' pedagogic practice and its influence on pupils' achievement The evidence obtained shows that teachers differ greatly in the level of conceptual demand they make of their pupils and an their ability to enable pupils to attain that Level Both of these competencies of the teacher are strongly related to the social context of the school where he/she teaches. [ABSTRACT FROM AUTHOR]

This paper explores the relationship between teachers' general beliefs about sexism in society with their views on sexism in curriculum materials In so doing, it seeks to elaborate on the nature of teachers' ideological perceptions of sexism, sex roles and feminism By analysing sex stereotyping in the school texts of one secondary school for the subjects English, mathematics and French the research reported in the paper substantiates much of the previous research in this area which has found school texts to be male dominated In conclusion, the paper suggests that, in certain cases, teacher ideology could be a considerable obstacle to the development of anti-sexist pedagogies because those teachers who support traditional sex roles tend to resist or devalue anti-sexist initiatives in education. [ABSTRACT FROM AUTHOR]

Despite the considerable media time devoted to the teachers' industrial dispute in England and Wales during 1985-86 little or no effort was made to represent the conduct of the dispute in particular school or through the experiences of individual teachers. The impression conveyed was of a uniform type of 'action' and similar effects in different schools, although some were reported as being 'harder hit' than others, that is more days on strike. In reality, although related to a set of general conditions affecting teachers' work, the dispute was enacted and experienced very differently in different schools and localities. The conduct of the dispute in particular school emerged from and was related to a variety of 'local' factors. In this paper some of these institutional variations are examined. The paper consists of two sections. The first attempts to describe and analyse recent structural changes affecting the conditions of work of teaching and thus provide a context for the 1985-86 industrial action in schools. The second section explores teachers' interpretations of and involvements in the industrial action in particular schools. The data on which the paper is based were collected as part of a more general research study on school organization and micro-politics. [ABSTRACT FROM AUTHOR]

In this paper, the argument is made that forms of consciousness, knowledge, sentiments and values that teachers use as part of their cultural repertoires in schools are the result of social constitution The `social' is composed of a number of overlapping discourses that are characteristic of schools everywhere `Teacher culture' is a signifier for the production and consumption of these discourses Recent trends to emphasise the plurality of teacher culture(s) are countered by a review of work that suggests more uniformity in teacher culture. [ABSTRACT FROM AUTHOR]

The concept of bricolage, as it is developed by Levi-Strauss, is useful in characterising the form of teacher's work, it subsumes extensive research on the form of teacher's work and provides a heuristic device for developing causal explanations of the form of teachers' work as well as drawing together and unifying explanations developed in the literature. This assists and informs interventions to promote progressive pedagogy. The paper begins with an account of bricolage and its relationship to a science of pedagogy Next,features of teachers' work which push it toward bricolage are discussed, viz. Conservatism, limited creativity, repertoire enlargement, teacher' use of theory, the use of devious means, and ad hocism. Causal explanations of various of these features are discussed, viz. anticipatory socialization, aspects of preservice teacher education experiences and constraints in the work situation. The paper concludes with a discussion of implications for teacher education of taking seriously the suggestion that teachers' work is bricolage and taking seriously the associated causal explanations. It is argued that a critical starting point for progressive change in educational practice is the provision of inservice for tertiary educators who may themselves be bricoleurs. Without this, the significant necessary changes to preservice student's on-campus and within school experiences are unlikely to be supported or legitimated. [ABSTRACT FROM AUTHOR]

In 1981 we gave a paper at the International Sociology of Education Conference at Westhill, subsequently published as 'The Educational Worker' A Reassessment of Teachers', which was a polemic on the subject of teacher professionalism and proletarianisation. The paper is partly a critique of 'The Educational Worker', following from a belated recognition of the importance of gender in analyzing teachers' work, and also makes use of more recent historical and comparative research. This paper puts the emphasis on the social construction of skill and argues for the study of 'schoolwork', that is for the study of the labour process of teaching. [ABSTRACT FROM AUTHOR]

The purpose of this paper is twofold to further elaborate processes of teacher socialization and to explore their implications for a critical theory of schooling. Employing a radical humanist paradigm (Burrell & Morgan, 1981), and in delimited fashion, it attempts to elucidate multi-dimensional processes of chalkfacial negotiation-in a school where the pupils' 'parent culture' is jewish, bourgeoise and patriarchal, and the teacher is a non-Jewish, home economist. As such, the paper is a study of a non- 'unidirectional' intercultural classroom where the 'parent society' is no officially 'fenced out of the school' unlike, for example, the Cherokee (Dumont & Wax, 1969) or the working class. As a critical case, despite and because of its anthropological strangeness, it hopefully metaphorically illumines processes that all teachers, especially 'cleanworkers', experience. [ABSTRACT FROM AUTHOR]

An empirically grounded discussion of relationships which can exist between the maintenance of order in teaching situations and the use of space in primary school buildings is offered in this paper. Attention is specifically focused on verbal directives issued by teachers to their charges about what they deem acceptable behaviour in teaching areas during lesson periods. Examples of these directives are presented in order to illustrate both how teachers may manipulate children's use of space to impose on them particular definitions of educational order and also how they may use space as a means of disciplining those who transgress against that order. [ABSTRACT FROM AUTHOR]

This article draws its inspiration from the three socio-epistemological theories of phenomenology, contextualism and traditional epistemology and their abrasive interrelation. From these foundations, theoretical framework is devised as a basis for an exposition and interpretation of empirical work undertaken in four contrasting school contexts. The aim of the research was firstly to look for similarities between teacher' conceptions of the curriculum and secondly to provide evidence which could be used as a basis for judging to what extent these similarities were constrained by teachers' conceptions of 'truth'. The paper discusses teachers' responses to three questions from an open-ended questionnaire, these requested views on how far curriculum content was considered to be related (a) to individual pupils, (b) to social requirements and (c) to 'truth'. The discussion of each question resolves itself into a number of issues connected connected with these three themes. The article is predominantly interpretative but a short appendix displays a more rigorous analysis of the distribution of the responses across the four schools. Finally, although the paper is concerned with opinions about curricula rather than with actual curricula transactions, my hope is that awareness of teachers' ideas may provide indicators for curricular realities. [ABSTRACT FROM AUTHOR]

The new institutionalism predicts that professionalism is a key element of organizations' ability to be seen as legitimate. Emphasizing the professionalism and formal credentials of its members lends legitimacy to the organization, protecting it from scrutiny. What happens when this norm of professionalism is absent? How do schools legitimate themselves, if not through professionalism? This paper examines a population of small, secular non-elite private schools that overwhelmingly hire uncertified teachers. Using data from 60 private school principals in Toronto, Canada, I examine the ways in which private schools tap into alternate means of legitimacy. This study finds that small, secular 'rogue' private schools fail to invoke norms of professionalism as a means to garner constituent support and legitimacy. I argue that these schools substitute an innovative, unconventional 'caring consumer ethos' in place of teacher professionalism. [ABSTRACT FROM AUTHOR]

Analysis of teachers' agency as multifarious change, embedded in educational reform in the global era, stands largely unexamined in educational policy. Although the concept of teachers as agents has political implications, beyond this, examining teachers' agency offers ways of describing and reviewing changes to teachers' work and relations within evolving education systems. Local systems draw from globally orientated education policies, which continue to influence to the way that local systems redesign education. In the global context, education systems are complex interactions between structure and agency, evidenced as 'multiplicity undergoing change'. In other words, there is dynamic and dialectic interplay between structure and agency. Teachers' agency, germane to dynamic interplay, means that teachers are not only engaging in the reproduction of structural change aligning globalization-driven reforms to their work and practice, but also, in adapting and reacting to new structural conditions, they are transformed through their actions. In this paper, the focus becomes teachers' agency as a framework for understanding how teachers are redesigned and reassembled to do things differently within restructured education systems. Finally, the discussion considers the possible consequences of teachers work and practice, given teachers' agency relative to the macro policy of superfigures and the transitional national/global structures. [ABSTRACT FROM AUTHOR]

This paper examines issues of selection, merging an analysis of policy with data from a qualitative case study. It focuses on the 'modernisation of the comprehensive principle' proposed by New Labour, in which selection within schools (through setting 'by ability') is increasingly encouraged. Data collected at an inner-city, multi-ethnic comprehensive school are used to illustrate how discourses on selection are being reworked locally. The school was largely supportive of setting, despite some teachers acknowledging that the practice prioritised high-achieving pupils with perceived 'good attitudes'. In the form under study, setting involved disadvantaged pupils from ethnic-minority backgrounds, particularly those who received support in English as an Additional Language. It is concluded that setting did not contribute to an inclusive agenda for education, in spite of government claims of increased 'standards for all'. [ABSTRACT FROM AUTHOR]

Transformational leadership is widely recognised as being central to the implementation of educational reform. In this paper I draw on selected educational speeches made by New Labour politicians in order to locate shifting discourses of leadership within the broader accountability framework through which the terms of the relationship between central government and head teachers have been re/configured in the United Kingdom. The gendered politics of transformation are examined, highlighting new and renewed forms of masculinity embedded within new leadership ideals. It is suggested that a gendered critique of transformational leadership offers an important contribution to critical analyses of the neo-liberal and managerialist educational project. [ABSTRACT FROM AUTHOR]

Distributed leadership has come to prominence in school management discourse as a means to achieve the participation and empowerment of teachers and to create democratic schools. In this paper I explore the contradictions between these claims and both the hierarchical power structure of schools and the use of distributed leadership to secure the commitment of teachers to government education agendas. I examine how the relationship between distributed leadership and managerial power is addressed in the discourse of education management theorists and the practice of headteachers. Examples of authentically democratic schools based on collective self-management provide the basis for questioning the hegemonic hierarchical model. [ABSTRACT FROM AUTHOR]

This paper is drawn from a recent microhistory of teacher stress, a genealogical inquiry that reveals the debilitating effects of a ‘game of truth’ called ‘economic rationalism’ on South Australian teachers during the last two decades of the twentieth century. It explores the everyday stresses of teaching through extracts from the teachers' oral history narratives, contemporary articles from the mass media and relevant policy statements from the period. Informed by the theories of Foucault, Weber, and the Annales,2 it juxtaposes particular historical discourses about ‘stress’ with ‘regimes of knowledge’ that were circulating in the world of education. [ABSTRACT FROM AUTHOR]

Frequent calls for more male teachers are being made in English-speaking countries. Many of these calls are based upon the fact that the teaching profession has become (even more) 'feminized' and the presumption that this has had negative effects for the education of boys. The employment of more male teachers is sometimes suggested as a way to re-masculinize schools so they become more 'boy-friendly' and thus contribute to improving boys' school performance. The focus of this paper is on an Australian education policy document in the state of Queensland that is concerned with the attraction, recruitment and retention of male teachers in the government education system. It considers the failure of this document, as with many of the calls for more male teachers, to take into account complex matters of gender raised by feminism and the sociology of masculinities. The paper then critiques the primary argument given for the need for more male teachers: that is, that male teachers provide boys with much needed role models. [ABSTRACT FROM AUTHOR]

Using a more conversational analytical approach, this paper examines the various situated ways in which secondary school students, in interaction with teachers, describe and explain their disruptive classroom behaviour. The focus is on how students account for their behaviour and force accountability on teachers. Students gave accounts and made teachers accountable by defining disruptive behaviour in relation to schoolwork and claims about normality, and by drawing on common understandings about teacher identity. In doing so, various discursive devices were used such as extreme case formulations, introducing corroborating witnesses, deploying the notion of consistency, giving detailed descriptions, making category contrasts, and displaying uncertainty and incomprehension. The different accounts all worked in the direction of emphasising the role of the teacher, and the analysis raises questions about power relations in school and the empowerment of students. [ABSTRACT FROM AUTHOR]

The amount and nature of sex education provided varies from school to school. Teachers regard it as fraught with difficulties. It is a sensitive subject, there is no statutory training, no set curriculum or examinations to work towards, and it is one of many areas to be dealt with in an increasingly crowded Personal and Social Education programme by teachers who often also have a guidance role and a subject commitment. Drawing on data from 25 schools in Scotland, this paper considers how teachers talk about sex education, and looks at the factors that shape provision, at the school and teacher levels. The broad priorities of the senior management team, and the views and experience of key individuals, shape programme design. Within schools, the values, experiences and characteristics of individual classroom teachers are important in understanding what sex education is actually delivered, particularly where the Guidance Team lacks cohesion. [ABSTRACT FROM AUTHOR]

This article reports findings from two studies, both of which used resistance theory to explain students" response to education. One study focused on an inner-city primary school characterized by high student opposition to both teachers and schooling. The other study examined how students, previously considered failures in mainstream education, responded to a 'second chance' programme aimed at providing access to tertiary education. Each study considered the relationship between students, teachers and the curriculum, and how this relationship was produced, negotiated and transformed within the everyday culture and language of the students. The first study identified conditions which led students to reach a decisive moment in their lives where a free, and arguably final, choice was made to reject school and education more generally. The second study identified factors in students' lives, both educational and personal, which led either to the educational access they desired or further frustration and failure. In reporting these findings, this paper will explore the theoretical and empirical common ground, and also the tension, between each study, thus offering a deeper understanding of student response to education along a broad educational continuum. [ABSTRACT FROM AUTHOR]

The contextual effect of the social class mix of a school's intake has been identified in several recent studies as having an important influence on individual academic performance, particularly for working class students. However the effect, if genuine, is poorly understood. This paper reviews the history of research into this concept since the sixties, examining how political, ideological and methodological considerations have influenced research to create our current ignorance of the effects of school mix. On the basis of this review, it is argued that (i), there is at least a prima-facie case for the existence of a significant school mix effect: and (ii), that given the limitations of past approaches, the most rewarding direction for future research would be to explore likely causal mechanisms through micro-level analysis. Some ways in which causal mechanisms relating to student subcultures might begin to be theorised are suggested. [ABSTRACT FROM AUTHOR]

This article explores the way in which the 'everyday world' of teachers and the teaching profession has been discoursively formulated in sociological research. In particular, it is critical of the way certain sociologists have 'deracialised' that world. In part, then, the argument complements Sandra Acker's (1983) feminist critique of the sociological literature on teachers. In the first part of the paper I look critically at the discourses of Schoolteacher (Lortie), Teachers' Work (Connell) and Teachers' Careers (Sikes, Measor and Woods) and argue that deracialisation is achieved and confirmed in these seminal studies through the processes of 'globalisation' and 'commatization'. Following on from this, I look at the emergence of 'Images of studies of ethnic minority teachers. I question the efficacy of their challenge to deracialised studies because of their tendency to articulate with the discourse of multiculturalism and, as a consequence, their implicit legitimation of ethnocentric conceptions of 'the norm'. I conclude by discussing how concepts within the analytical frame of 'micropolitics' have the potential to illuminate more clearly and authentically the matrix of power relations within the 'everyday world' of teachers. [ABSTRACT FROM AUTHOR]

This paper draws upon data from an ongoing series of life history interviews with a young lesbian PE teacher, called Jessica (a pseudonym), who has recently started her career in a secondary school. Various moments from her life as told and written are provided in order to present a view of schooling from a particular standpoint that, for the most part, has been repressed. Therefore, how Jessica experiences homophobia and heterosexism in educational institutions, how she relates these experiences to other moments in her life, and the identity management strategies she adopts to cope with specific situations, provide important insights into a reality that is oppositional to the taken-for-granted reality of the dominant and privileged sexual class in schools, that is, heterosexuals. These insights illustrate how Jessica is systematically denied an essential freedom that is systematically granted to heterosexual teachers in a way that legitimises a distinction between her private and public lives that is partial, distorting and perverse. It is concluded that taking action against homophobia and heterosexism is the responsibility of all educators regardless of their sexual identity. [ABSTRACT FROM AUTHOR]

The article studies how sexuality is deployed in regulative and tactical forms in higher education. It examines how masculinity through the internal discourses of education. It demonstrates how, on the basis of the normalization of masculinity, male teachers are able to regulate female student through the sexualizing of situations. This paper draws upon ethnographic research with 83 young, white, working-class women, aged seventeen to eighteen, on "caring courses, conducted over a period of 3 years in a Northern college of Further Education. This article is divided into three sections; section one examines how discourses of familialism, biological reproduction and hygiene, contribute towards the institutionalization and normalization of masculinity by framing the organization and experience of education. Section two examines how sexuality is ubiquitous in classroom interaction. Female students are able to draw upon sexuality as a tactical resource to challenge directly the legitimacy of masculine-regulative power.

In this paper an analysis of the concept of agency is undertaken. The traditional or agonistic definition of agency which assumes that to be a person is to have agency is rejected, in favour of a definition that shows the way in which agency may be discursively constructed as a positioning made available to some but not to others. This analysis is then applied to an episode in a primary school classroom to see whether the discursive practices in that classroom can be said to position the students as agentic. The particular classroom was chosen on the basis of the teacher's explicit wish that his students be agentic, but what the analysis shows is the extreme complexity involved in actually carrying this off given all of the contradictory beliefs and practices that militate against children actually being agentic. [ABSTRACT FROM AUTHOR]

Research on gender and education has burgeoned since the mid-1970s Inequality in the classroom has been one theme in such research, including the charge that teachers give preferential treatment to boys. Another has been the identification of school processes and practices which convey particular conceptions of and boundaries between masculinity and femininity Less often studied is the teacher herself of himself. In particular, the question arises of why, after a decade or so of feminist research on sexism and education, teacher appear to make relatively little effort to implement antisexist initiatives. The paper considers four possible explanations for this situation. Antisexist initiatives may be particularly uncongenial or threatening by their nature or mode of introduction. Characteristics of teachers such as age, sex or social class may influence receptivity to reform. Teacher ideologies about gender or education may set limits to what appears acceptable Conditions under which teachers work may not be conducive to enthusiastic innovation. The Challenge for sociologists is to tease out interrelationships and assess the relative weights of these factors, the challenge for feminists is to transcend the gap between principled scholarship and practical strategies. [ABSTRACT FROM AUTHOR]

This paper overviews part of a wider study of femmist teachers, born and educated in New Zealand in the years immediately following World War Two The method used is life history analysis, which explores 'biography, history and social structure.' The first part discusses the post-war educational context through analysing contradictions in curriculum policies and expectations for girls' education and exploring the relevance of these to the resurgence of feminism as a mass social movement amongst 'educated' women of the time. The second part presents two case studies of the school experiences of two New Zealand women who have, as adults, become educators and come to identify themselves as feminists. The focus of the case studies is on the strategtes those women developed to deal with the contradictions in their lives and to trace the beginnings of their political radicalisation. [ABSTRACT FROM AUTHOR]

Within the overall occupational culture of teachers, there are a number of different staff subcultures which compete for limited resources within a contracting educational system This paper concentrates upon the subculture of physical education by focusing on one department engaged in a teacher initiated curriculum innovation where competing perspectives of change are made evident It is suggested that coping strategies developed within the educational context of the school in order to enhance subject status may deflect teachers from considering the possibilities of change in their classroom practice [ABSTRACT FROM AUTHOR]

Participating schools have a contractual responsibility to recruit a `balanced intake' of students to TVEI courses However, in many schools it is form teachers who have the eventual job of promoting TVEI to both sexes `across the ability range' What this recruitment structure does not allow for is that form teachers may be affected by a number of `sources of influence', the effects of which do not coincide with tins objective The aim of this paper is to build up a picture of the school as an `open ended' interrelating totality, within which form teachers confront the demand for a `balanced intake' alongside a number of other, potentially conflicting factors [ABSTRACT FROM AUTHOR]

This paper argues for a historical analysis of the relationship between teachers arid the state. The historical analysis demonstrates the ways in which strategies of teacher management shifted according to circumstances in the first period, the 1920s, restrictions on teacher autonomy were removed, and 'indirect rule' used as a means of moving teachers away from the labour movement. In the second period, after the 1944 Act, a restricted 'professional' autonomy was encouraged In both periods equality of status for teachers as 'partners' in the educational enterprise was offered in return for teachers' acceptance of a limited or licensed professionalism. Current developments in the management of the teaching force suggest that the abandonment of indirect strategies of management may result in a return by teachers to less restricted 'professional' behaviour. [ABSTRACT FROM AUTHOR]

This paper argues that the assessment and evaluation of teachers in state provided schooling in Britain has never been simply a matter of technical competence. Judging teachers has always involved social, ideological and political considerations which have varied in different historical periods. An analysis is made of attempts to apply principles and procedures of assessment especially to teachers in urban working class schools. It is shown that these attempts have historically moved from a 'visible' strategy of direct imposition and surveillance to an 'invisible' strategy through the ethic of legitimated professionalism. Current developments in British schooling suggest, however, a possible return to more direct and visible procedures as 'teacher incompetence' is placed at the center of the education problem. [ABSTRACT FROM AUTHOR]

Teachers do not work under ideal circumstances The resources allocated through the school organisation confront them with particular imperatives, dilemmas and possibilities which they feel obliged to take into account in their routine activity. Using the notion of 'competent membership' this paper develops an analytic framework derived from the sociology of organisations which focuses attention on the work context of teaching Specifically, it is argued (1) that routine teacher activity constitutes a practical response to perceived exigencies of the situation, and (2) that these exigencies can be attributed to particular organisational arrangements. [ABSTRACT FROM AUTHOR]