The neo-liberal turn in education policy: Teacher licensing and the status of teachers as pedagogic experts
(2014) IUC Dubrovnic Conference 2014 p.1-18- Abstract
- The teacher license has been introduced at a time when the content and institutional framing of teacher education and the conditions of the teaching profession have changed radically. New forms of political, administrative and financial control have changed the governing and staffing of schools. By analysing recent school policy we show how a neoliberal logic concerning a free school market was docked onto extended State bureaucratic control in one school reform package. Following Freidson (2001) the developments that have ensued suggest that the internal logic of professionalism is being challenged by external and competing logics of rational-legal bureaucracy and the free labour market. The question of whether teacher licensing, as... (More)
- The teacher license has been introduced at a time when the content and institutional framing of teacher education and the conditions of the teaching profession have changed radically. New forms of political, administrative and financial control have changed the governing and staffing of schools. By analysing recent school policy we show how a neoliberal logic concerning a free school market was docked onto extended State bureaucratic control in one school reform package. Following Freidson (2001) the developments that have ensued suggest that the internal logic of professionalism is being challenged by external and competing logics of rational-legal bureaucracy and the free labour market. The question of whether teacher licensing, as expected from teacher associations, will become a successful means for monopolising teaching as occupation and a successful professionalization strategy for raising teachers' status as pedagogic experts is therefore very much open to questioning. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/8518182
- author
- Nilsson-Lindström, Margareta LU and Beach, Dennis
- organization
- publishing date
- 2014
- type
- Contribution to conference
- publication status
- unpublished
- subject
- keywords
- teacher licensing, profession, professionalization strategies, sociology, sociologi
- pages
- 18 pages
- conference name
- IUC Dubrovnic Conference 2014
- conference dates
- 2014-04-22 - 2014-04-25
- language
- English
- LU publication?
- yes
- id
- 9e55c26e-9e1e-4c2d-b31e-85cb5a0f5c8e (old id 8518182)
- date added to LUP
- 2016-04-04 14:13:34
- date last changed
- 2018-11-21 21:19:02
@misc{9e55c26e-9e1e-4c2d-b31e-85cb5a0f5c8e,
abstract = {{The teacher license has been introduced at a time when the content and institutional framing of teacher education and the conditions of the teaching profession have changed radically. New forms of political, administrative and financial control have changed the governing and staffing of schools. By analysing recent school policy we show how a neoliberal logic concerning a free school market was docked onto extended State bureaucratic control in one school reform package. Following Freidson (2001) the developments that have ensued suggest that the internal logic of professionalism is being challenged by external and competing logics of rational-legal bureaucracy and the free labour market. The question of whether teacher licensing, as expected from teacher associations, will become a successful means for monopolising teaching as occupation and a successful professionalization strategy for raising teachers' status as pedagogic experts is therefore very much open to questioning.}},
author = {{Nilsson-Lindström, Margareta and Beach, Dennis}},
keywords = {{teacher licensing; profession; professionalization strategies; sociology; sociologi}},
language = {{eng}},
pages = {{1--18}},
title = {{The neo-liberal turn in education policy: Teacher licensing and the status of teachers as pedagogic experts}},
year = {{2014}},
}