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An ewprofessionaldiscourse ?

Thelasttenyearshaveseenaconcertedanddeterminedattemptbycentral governmenttotransformtheschoolasaworkplaceandteachersasaworkforce.Intensificationhasincreasedworkloads,expandedbureaucracy, colonizedteachers'timeandspace,reducedflexibilityandseparatedthe conceptualizationofpolicy(madebyothers)fromitsexecution(byteachers) (Apple1986;Hargreaves1994).Theintroductionofthemarketideology intoeducationhasbroughtanewemphasisuponmanagerialism.Teachers' workisbeingmorecloselyregulated,withastrongemphasisonaccountabilitytotheconsumers-schoolmanagers,governorsandparents.The'social market'modelofprofessionallearningseesteachersasproductsofatraining systemcloselygearedtopre-specifiedoutcomesandthebehavioursthatlead tothem(AsplandandBrown1993).Newdivisionshaveopenedupamong practitionersbetweenmanagersandteachers.Ball(1994:64)observesthat

thereinscriptionofpowerrelationsineducationattemptedbytheERA offersthepotentialofamassiveover-determinationoftheworkofteaching. Inthisheterotopiaofreformtherelationshipsofteacherswiththeirsignificantothersarechangedandconfused;theteacheraspersonand professionalisbothscapegoatandvictim.Professionalityisreplacedby accountability;collegialitybycostingandsurveillance.