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Open Access Transformation, trust and the 'importance of teaching': continuities and discontinuities in the Coalition government's discourse of education reform

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The imperative of transforming education continues to permeate the discourse of UK education reform. Although the Coalition government's publications herald a 'new school system', they reveal the same neo-liberal thinking as their New Labour predecessors. The context of the national budget deficit is now being brought to bear to promote greater effectiveness of the education system. Inherent in the Coalition strategy is a diminution of the vital role of teachers in bringing about profound change. This paper examines the notion of transformative change through the lens of George Herbert Mead's philosophy of evolution. Within this framework, transformation is a complex, emergent and unpredictable process that resists centralised control. Consequently, profound social change needs to be predicated on trust, conceptualised as a reciprocal relationship rooted in the acceptance of phenomena beyond our control.

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Keywords: EMERGENCE; INTERDEPENDENCE; TRANSFORMATIVE CHANGE; TRUST

Document Type: Research Article

Publication date: 01 March 2012

More about this publication?
  • Founded in 2003 by the UCL Institute of Education, the journal reflects the Institute's broad interests in all types of education in all contexts - local, national, global - and its commitment to analysis across disciplines using a variety of methodologies. It shares the Institute's aspiration to interrogate links between research, policy and practice, and its principled concern for social justice.

    Drawing on these strengths, LRE is a wide-ranging and engaging journal that features rigorous analysis and significant research across key themes in education, including: public goals and policies; pedagogy; curriculum; organization; resources and technology; and institutional effectiveness. Articles and book reviews are written by experts in education, psychology, sociology, policy studies, philosophy and other disciplines contributing to education research, and by experienced researcher-practitioners working in the field. The highest quality of reporting and presentation are ensured through an independent, anonymised peer-review process. As an entirely web-based open access journal, LRE has been able to offer innovative features and formats including: epistolary conversation; colour photos and illustrations; illustrative video clips.

    LRE welcomes relevant articles and book reviews. Please email them to [email protected]

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