Teachers and the State

Forming and re‐forming ‘partnership’

Dados Bibliográficos

ID10105855
AutoresHoward Stevenson (0000-0002-5172-1807, University of Lincoln, autor correspondente), Bob Carter (0009-0006-1019-8227), Bob S Carter (0000-0002-3586-1324, De Montfort University)
Ano2009
Volume41
Fascículo4
Páginas311-326
Data de publicação2009-11-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoJournal of Educational Administration & History (JOURNAL)
Identificadores do periódicoISSN: 0022-0620 • E-ISSN: 1478-7431
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00220620903211547
OpenAlexW2026118592
IdiomaEN
Citações recebidas5

Teachers in the English and Welsh State education system have experienced a changing and turbulent relationship with the State in recent decades. This article adopts a historical analysis and argues that the concept of ‘partnership’ is key to understanding the relationship between teachers and the State in the period since the Second World War. Initially a partnership based on a commitment to welfarist values, professional autonomy and collective bargaining; this has been systematically dismantled and reconstructed as a ‘social partnership’ based on teacher union involvement in workforce reform coupled with a significantly more managerialist conception of professional accountability. Re‐engineering the terms of its partnership with teachers has been central to the State’s restructuring of public education along neo‐liberal lines

Accountability · Autonomy · General partnership · Pedagogy · Political science · Restructuring · Social Partnership · Sociology · State (computer science · Welsh · Collaborative Teaching and Inclusion · Educator Training and Historical Pedagogy · Law · Public Administration · Teacher Education and Leadership Studies