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e-Book Work and Identity in the Primary School: A Post-Fordist Analysis download

e-Book Work and Identity in the Primary School: A Post-Fordist Analysis download

by Ian Menter

ISBN: 033519723X
ISBN13: 978-0335197231
Language: English
Publisher: Open Univ Pr (December 1, 1996)
Pages: 151
Category: Education
Subategory: Other

ePub size: 1159 kb
Fb2 size: 1501 kb
DJVU size: 1934 kb
Rating: 4.8
Votes: 671
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See a Problem? We’d love your help. It focuses on the shifts in management culture associated with marketization, and the consequences of such shifts for heads, teachers and other school staff.

Education, Elementary Elementary school teachers Postmodernism and education r relationships. Similar books and articles. Added to PP index 2015-02-13. Total views 1 ( of 2,248,788 ). Ethics in Value Theory, Miscellaneous. categorize this paper). 033519723X pb. Options. Recent downloads (6 months) 1 ( of 2,248,788 ). How can I increase my downloads? Downloads. Sorry, there are not enough data points to plot this chart.

Menter, . Muschamp, . Nicholls, . Ozga, J. with Pollard, A. (1997)Work and Identity in the Primary School: A Post-Fordist Analysis, Open University Press, Buckingham.

Changing Times : Teachers' Work and Culture in the Postmodern Age Learning to Change : Teaching Beyond Subjects and Standards Economizing Education : The Post-Fordist Directions Work and Identity in the Primary.

Changing Times : Teachers' Work and Culture in the Postmodern Age Learning to Change : Teaching Beyond Subjects and Standards Economizing Education : The Post-Fordist Directions Work and Identity in the Primary School : A Post-Fordist Analysis.

a post-Fordist analysis. Published 1997 by Open University Press in Buckingham, Philadelphia.

Work and identity in the primary school. Are you sure you want to remove Work and identity in the primary school from your list? Work and identity in the primary school. a post-Fordist analysis.

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Keywords: social justice, self-realization, work. Taylor opens the debate on questions of identity by starting from the collective critique of the liberal theory of understanding the self, according to which society and common values inherited from tradition play a vital role in comprehending the self and personal identity. Although he maintains that each identity is original, he also asserts that the human mind is not monological or self-sufficient but dialogical. Related books and articles.

Curriculum vitae Name: Ian James Menter. 'Teacher education in the new Europe': Work with Nick Clough and Roger. Tel: +44 (0)27, +44 (0)7971337477. E-mail: ia. enteration. Marital status: married. White (and others) on education, citizenship and the environment. MENTER I, MUSCHAMP Y, NICHOLS P, OZGA J, POLLARD A. (1997) Work and Identity in the Primary School: A Post-Fordist Analysis Buckingham: Open University Press. MENTER I, BRISARD E, SIMTH I. (2006) Convergence or Divergence?: Initial teacher education in Scotland and England Edinburgh: Dunedin Academic Press.

Analysis of interest, articulation and representation is built around three strands: a Gramscian reading of hegemony, periodization .

Analysis of interest, articulation and representation is built around three strands: a Gramscian reading of hegemony, periodization through th. .Starting with the 1970s, continuities and shifts in discourse are identified.

Gendered Post-Fordist Bodies in the Sculpture of Isa Genzken . Studies of "immaterial" labor often ignore the role of the body and gender in contemporary forms of work. The subject of this study is on the function of the emphasis on identity in the contexts of the diversity of sociocultural and cultural expression other than the known biological function of food (feeding oneself).

This book offers the first substantial, research-based treatment of the impact of marketization on primary schools. There is a particular focus on shifts in management culture associated with marketization, and the consequences of such shifts for heads, teachers and other school staff. The changing patterns of control and autonomy in the primary school have had significant effects on the identities of schoolworkers. The book, therefore, makes an important contribution to an understanding of markets in education, in a hitherto neglected sector of provision, and breaks new ground in its pursuit of connections between market discourses and emergent managerialism. It thus offers a contribution to the understanding of primary schools as workplaces and to their changing work cultures, to the management of primary schools, and to education policy studies.
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