A Class Act: Changing Teachers' Work, the State, and Globalisation Book

	Acknowledgements	xi
	Series Editor's Introduction	xii
	Introduction A Class Act: Teachers and Change	1
	Changing Teachers' Work	1
	Plus ca Change, Plus C'est la Meme Chose?	5
	Critical Theory and Change	7
	Philosophical Realism as Methodology	9
	Critical Realism and Teachers' Labour	11
	This Book	13
Part I	Conceptual Contours	17
Chapter 1	Teachers and Class: The Terrain and Stakes of Struggle	19
	Is Class a Viable Conceptual Tool for Understanding Teachers' Labour?	19
	Class Matters	20
	A Realist Framework for Class Analysis: Causes and Conditions	23
	Starting Points: Economic, Organisational and Cultural Assets	24
	Cultural Capital as a Cultural Asset	27
	Taking the Analysis Further: Social Capital and Social Assets in Class Formation	29
	Realism As Methodology: 'Consequences' and the Contribution of Lockwood	31
	Conclusion	32
Chapter 2	Teachers, the State and Social Settlements	33
	Settlements, Crisis and Transformation	33
	Regulation Theory--the Accumulation/Institution Relation	34
	A Framework for Analysing Teachers' Work in Social Settlements	38
	Class and Labour--Power and Control	40
	Points of Analytical Focus--Bernstein on Power and Control	42
	Gouldner and the New Class Thesis	43
	Conclusion	45
Part II	Changing Contexts	47
Chapter 3	Laissez-Faire Liberalism, Teachers and the State	49
	Introduction	49
	Liberalism and the 'Age of Capitalism'	51
	Laissez-faire Liberalism and State Paternalism in England	53
	Liberalism and Capitalist Expansion in America	55
	Class, Gender, Segmentation and Subordination of Teachers in England	57
	From Political Patronage to Administrative Efficiency in America	60
	A Crisis of Profitability and Liberalism	66
	Conclusion	69
Chapter 4	Fordism, Welfare Statism and the Rise of Teachers as 'Professionals'	71
	Thirty Glorious Years	71
	Taylor's Alchemy and the Fordist Model of Production	74
	Education and the Cult of Efficiency in America	79
	Managing Teacher Discontent in England	87
	Keynesian Ideas and the Consolidation of the New Social Settlement	94
	Teachers and the Fordist Keynesian Welfare State Settlement	99
	Conclusion	106
Part III	Contemporary Change	109
Chapter 5	The New Politics of 'Fast Capitalism': From Body to Soul	111
	'Fast Capitalism'	111
	Fast: Firmly Fixed or Attached	111
	Fast: Rapid, Quick Moving, Providing or Allowing Quick Motion	113
	Fast: Showing Too Advanced Time	115
	Fast: Immoral, Dissipated	118
	From Body to Soul: The New Politics of Consumption	119
	Teachers and The New Politics of Production and Consumption	121
	Displacements ... Up, Out and Down...	124
Chapter 6	Post-Fordist Discourses and Teachers' Work	125
	Introduction	125
	Toolkits--the New Organisational Principles	126
	New Social Visions	128
	Critical Social Perspectives	130
	Post-Fordist Discourses on Restructuring Teachers' Labour	132
	Tools for Managing--New Principles for Reorganising	133
	Social Visions, Markets and Teacher Empowerment	137
	Critical Social Perspectives on Teachers' Work	141
	Conclusion	145
Chapter 7	Ratcheting Up the Marketness Factor: Managing Compliance to the Competitive State Project	147
	Bringing the State-Market Relation into View	147
	Economic Markets and Their Relationship to the State	148
	The Institutional Nature of State-Market Relations	153
	Further Dimensions of Market Relations--'Marketness' and 'Embeddedness'	154
	Managing Teachers' Commitment to the New Settlement	156
	Conclusion	161
Chapter 8	Fast Schools and the New Politics of Production and Consumption	163
	Introduction	163
	The Social Relations of Production and Consumption	163
	Co-opting Schooling to the Competitive State Project	165
	New Production Concepts and the Flexible Worker	169
	Schools as Production Sites	172
	Lifestyle Choices in the Schooling 'Super' Market	173
	Product and Lifestyle Consumption	179
	Cyborgs and Consumerism in an Information World	180
	Fast Schools: A New Terrain for Professionalism	182
Part IV	Critical Realities Reviewed	183
Chapter 9	Critical Realities Reviewed	185
	Introduction	185
	A New Educational Mandate	187
	Reshaping the Modes of Governance	189
	The Transformation of Assets	190
	Teachers' Situations at the End of the Millennium	205
	Concluding Comments	212
	References	215
	Index	233