ABSTRACT
Teachers’ work is neither innocent nor neutral in its relation to the economic forces and social movements at work in society at large. Throughout this book we have tried to ‘look both ways’ in order to get an up-close view of the changing narratives of teachers’ work and at the same time map the social and economic terrain to give a broader, more global, view of the ideologies, policies and practices involved in remaking teachers’ work. In doing this through continuous links between our theorising about globalisation, the structural adjustment of economies, social change through moral panic, managerialism and economic rationalism, workplace competencies and the marketisation of public life-within the empirical richness of a case study about the Advanced Skills Teacher scheme-we have sought to bring critical illumination to the overlap between ideology, policy and practice in the remaking of teaching. Our success, or otherwise, in putting those links in place, in ways that enable the reader to maintain some ‘stereoscopic discursivevision’ with our reasoning, and at the same time keeping our text ‘writerly’ with continuous opportunity for interpretation, will be evident by now. It remains for us to revisit our arguments, theorising and portrayals about the remaking of teachers’ work from our own experience of ‘writing both ways’; to capture the essences of those dramatic, profound and far-reaching changes being visited on schools worldwide that have their genesis a long way from classrooms and playgrounds, but are impacting upon teachers and their work.
