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Re-thinking trust in a performative culture: the case of education

Avis, James (2003) Re-thinking trust in a performative culture: the case of education. Journal of Education Policy, 18 (3). pp. 315-332. ISSN 0268-0939

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Abstract

This paper examines the way in which the notion of trust is being reformulated within teacher professionalism in England. It does this by setting the discussion within the economic context in which education is placed and examines the competitiveness settlement and its construction of a high skills economy marked by high trust relations. It is argued that this model of the English economy does not sit well with existing relations. The paper then draws upon material from the Learning and Skills Council, which sets the framework within which postcompulsory education and training is placed. It relates this discussion to the recent history of managerialism as well as performance management exploring the implications for trust relations. The paper then examines the nature of teacher professionalism and argues that current interventions work within a truncated model of trust, which is contrasted with a dialogic understanding of professionalism.

Item Type: Article
Subjects: L Education > LB Theory and practice of education
L Education > L Education (General)
Schools: School of Education and Professional Development
School of Education and Professional Development > Centre of Lifelong Learning and Social Justice
School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Policy Research Group
School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Teaching, Public Pedagogies and Professionalism Research Group
School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Social Cohesion Research Group
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Depositing User: Cherry Edmunds
Date Deposited: 29 Jul 2009 11:22
Last Modified: 06 Aug 2013 10:30
URI: http://eprints.hud.ac.uk/id/eprint/5293

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