Industrial Relations in Schools

Ironside, Mike; Seifert, Roger

doi:10.4324/9780203989678

Cited by 29 publications

(33 citation statements)

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“…Arguably the history of teacher unions in England often reflects uncomfortable efforts to reconcile their dual role as traditional trade unions campaigning on issues of pay and conditions of service, and professional associations advocating on matters of professional concern for teachers (Ironside & Seifert, 1995). Although it is not straightforward (Naylor, 2002), it is still arguably the case that the most effective way of differentiating between teacher unions is to locate them in relation to their stance on so-called industrial and professional issues.…”

Section: Teacher Unions Continuing Professional Development and The mentioning

confidence: 99%

Challenging the orthodoxy: union learning representatives as organic intellectuals

Stevenson

2008

Journal of In-Service Education

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Teacher education and continuing professional development have become a key areas of controversy in England since the period of school sector restructuring following the 1988 Education Reform Act. More recently teacher training and professional development have often been used to promote and reinforce a narrow focus on the government’s ‘standards agenda’. However, the emerging discourse of ‘new professionalism’ has raised the profile of professional development in schools, and together with union learning representatives, there are opportunities to secure real improvements in teachers’ access to continuing professional development. This paper argues however that union learning representatives must go beyond advocating for better access to professional development and should raise more fundamental questions about the nature of professional development and the education system it serves. Drawing on Gramsci’s notion of the ‘organic intellectual’, the paper argues that union learning representatives have a key role as organisers of ideas – creating spaces in which the ideological dominance of current policy orthodoxy might be challenged

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Section: Teacher Unions Continuing Professional Development and The mentioning

confidence: 99%

Challenging the orthodoxy: union learning representatives as organic intellectuals

Stevenson

2008

Journal of In-Service Education

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“…In schools, 'behind the rhetoric of modern management lies the architecture of hierarchical management, adopting processes that are redolent of traditional, authoritarian and Taylorist regimes' (Merson, 2000: 165). It is a view endorsed by Ironside and Seifert (1995) who contend that dilution and deskilling have been an ongoing threat to teachers with the Taylorization of school-teacher work promoted from the 1980s.…”

Section: Debates and Developmentsmentioning

confidence: 99%

The consequences of assistant roles in the public services: Degradation or empowerment?

Bach

Kessler²,

Heron

2007

Human Relations

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This article considers whether and how shifts in the division of labour in the context of organizational change lead to the empowerment or degradation of workplace roles. It focuses on the emergence of assistants in the British public services and, in particular, whether this leads to the degradation or empowerment of those who fill the role and the professionals they work with. Concentrating upon assistant roles in education and social care, case study findings suggest that as these roles develop, the assistants themselves and their co-professionals are empowered to some degree both in terms of their work and employment conditions. However, it notes that these consequences are not unambiguously positive for the stakeholders and vary by sub-sector. The article lends support to those who have argued that changes in the division of labour result in blended and potentially contradictory outcomes for the workers involved. It also contributes to a literature which suggests that outcomes are contingent upon context, proposing that sub-sector conditions can be influential.

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“…The open factionalism, reflecting strong 'socialist and feminist traditions of activity' within the NUT (unlike other teacher unions), is acknowledged as having an important part to play in the operation of the union (Ironside and Seifert 1995) 3 . Indeed, despite his critique of factions, Seifert himself identified their recruiting benefit in his study of the now obsolete Rank and File, a SWP faction of the NUT, whose strength was in 'its ability to attract active union members ' (1984: 375).…”

Section: Activism Political Factions and Trade Unionsmentioning

confidence: 99%

“…This shift to what has become known as 'new managerialism' is well documented, but its interrelationship with industrial relations in teaching at the workplace level is less so (exceptions include Healy 1997; Ironside and Seifert 1995;Sinclair et al 1996). However, other studies in the public sector have suggested that decentralization to local management may be an important catalyst for union renewal (Fairbrother 2000a;Thornley 1998).…”

Section: Introductionmentioning

confidence: 99%

Political Activism and Workplace Industrial Relations in a UK ‘Failing’ School

Calveley

Healy

2003

Brit J Industrial Rel

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The paper draws on a qualitative case study of workplace industrial relations in an innercity secondary school identified as 'failing' and subsequently closed. It considers the way unionized teachers and their representatives interpret, influence and resist the impact of centralized managerial and educational change. The local implementation of such change leads to an engagement with the debates on union renewal. In particular, the paper explores the dynamic interrelationship between political and trade union activism and the tension between workplace relations and formal union organization.

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Industrial Relations in Schools

Cited by 29 publications

References 0 publications

Challenging the orthodoxy: union learning representatives as organic intellectuals

Challenging the orthodoxy: union learning representatives as organic intellectuals

The consequences of assistant roles in the public services: Degradation or empowerment?

Political Activism and Workplace Industrial Relations in a UK ‘Failing’ School

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