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Specialised Knowledge in UK Professions: Relations between the State, the University and the Workplace

Scott, David and Brown, Andrew and Lunt, Ingrid and Thorne, Lucy (2009) Specialised Knowledge in UK Professions: Relations between the State, the University and the Workplace. In: Changing Practices of Doctoral Education. Routledge, London, pp. 143-156. ISBN 978-0-415-44270-1 (paperback) 978-0-415-44269-5 (hardback) 978-

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Item Type: Book Section
Additional Information: This is a jointly-authored chapter in a book. The abstract reads as follows. The professions were characterised by an ideal of beneficence in which the professional expert was trusted to work in the best interests of the clientele body. This has been partly replaced by a commercialised professionalism, where the search for profitability and international competitiveness has meant that some clients are privileged over others, with the result that increasingly a socially inclusive agenda is being abandoned. While some professions have a licensed form of autonomy, others have a regulated form of autonomy. The teaching profession in the UK, though granted considerable license in the past, has increasingly been subject to various forms of regulation. This creates something of a paradox, as the introduction of a General Teaching Council would seem to suggest reversion back to a form of licensed autonomy. This seeming paradox only begins to make sense when one considers that regardless of the degree of autonomy practised by the professions in the past, the state has in recent times redefined its role in relation to the professions. This idea of an evaluative state suggests that the centre maintains overall control through fewer, but more precise, policy levers including the operationalisation of criteria relating to the quality of outputs. It is too early to determine whether the introduction of the General Teaching Council will lead back to a more meaningful form of licensed autonomy. This chapter will examine the genealogy of the teaching profession in the United Kingdom, and focus on issues of professional autonomy and social inclusiveness, with reference to national and European social policy.
Divisions: IOE Departments > Departments > Learning, Curriculum and Communication
IOE Departments > Departments > Curriculum, Pedagogy and Assessment
IOE Departments > Departments > Culture, Communication and Media
Depositing User: IOE Repository Editor (2)
Date Deposited: 23 Mar 2010 10:54
Last Modified: 14 Oct 2013 10:36
URI: http://eprints.ioe.ac.uk/id/eprint/2105
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