ABSTRACT
This conclusion presents some closing thoughts on the concepts discussed in the previous chapters of this book. It attempts to put three final pieces in place by indicating why it should be teachers who largely determine what knowledge shall make up the curriculum; why the author is placing so large a part of the burden for social reconstruction on teachers in the first place; and what teachers might reasonably be expected to achieve in the current and foreseeable circumstances. Teachers are, as has been commonly noted, 'guardians of legitimate knowledge and gate-keepers for advancement'. Having teachers formulate educational policy, construct school curricula and determine notions of the good life requires, among other things, that teachers have greater control over their conditions of work. Numerous accounts from many countries have detailed meddling with teachers' roles in attempts to commodify education and make schools instrumental agents of types of market-driven and market-managed social arrangements.
