Teachers' Work in a Globalizing EconomyRoutledge, 2005 M08 2 - 240 pages Extended critical case studies provide a tangible working expression of the labour process of teaching, showing how teachers are simultaneously experiencing significant changes to their work, as well as responding in ways that actively shape these processes. For teachers and researchers, this book shows what processes are at work in the global economy which impact on, and sometimes control, the role of the teacher. It also reveals how teachers accommodate, resist or redefine their working circumstances, and explores methods researchers might employ in order to increase our understanding and knowledge of the effect of globalization on teaching. |
Contents
Section 24 | |
Section 25 | |
Section 26 | |
Section 27 | |
Section 28 | |
Section 29 | |
Section 30 | |
Section 31 | |
Section 9 | |
Section 10 | |
Section 11 | |
Section 12 | |
Section 13 | |
Section 14 | |
Section 15 | |
Section 16 | |
Section 17 | |
Section 18 | |
Section 19 | |
Section 20 | |
Section 21 | |
Section 22 | |
Section 23 | |
Section 32 | |
Section 33 | |
Section 34 | |
Section 35 | |
Section 36 | |
Section 37 | |
Section 38 | |
Section 39 | |
Section 40 | |
Section 41 | |
Section 42 | |
Section 43 | |
Section 44 | |
Section 45 | |
Other editions - View all
Teachers' Work in a Globalizing Economy Alistair Dow,Robert Hattam,Alan Reid,Geoffrey Shacklock,John Smyth Limited preview - 2005 |
Common terms and phrases
accountability administrative analysis Apple Appleton College argued Australian autonomy Braverman capital capitalist changes chapter classroom collaboration competencies concept Connell constructed context crisis critical ethnography Critical Pedagogy critical theory culture curriculum democratic Democratic Schools deskilling discourse economic Education Policy effects ethic ethic of care ethnographic Falmer flatter management structure Flinders Institute Flinders University Gallipoli High School gender globalization groups Hargreaves Hattam identity ideological implementation increasingly individual intensification involves Journal of Education labour market labour power labour process theory learning London national curriculum neo-liberal norms organization outcomes Ozga participants pedagogy perspective political positions post-Fordism post-Fordist practice problems process of teaching production professional proletarianization reform relations relationship resistance responsibility role Routledge sense Shacklock skills Smyth society Sociology of Education South Australia staff Statements and Profiles struggle Study of Teaching teacher-managers things understanding University Press women work-story workers workplace York