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ERIC Number: EJ818915
Record Type: Journal
Publication Date: 2008-Dec
Pages: 12
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-1367-4587
Challenging the Orthodoxy: Union Learning Representatives as Organic Intellectuals
Stevenson, Howard
Journal of In-service Education, v34 n4 p455-466 Dec 2008
Teacher education and continuing professional development have become key areas of controversy in England since the period of school-sector restructuring following the 1988 Education Reform Act. More recently, teacher training and professional development have often been used to promote and reinforce a narrow focus on the government's "standards agenda". However, the emerging discourse of "new professionalism" has raised the profile of professional development in schools, and, together with union learning representatives, there are opportunities to secure real improvements in teachers' access to continuing professional development. This article argues, however, that union learning representatives must go beyond advocating for better access to professional development and should raise more fundamental questions about the nature of professional development and the education system it serves. Drawing on Gramsci's notion of the "organic intellectual", the article argues that union learning representatives have a key role as organisers of ideas--creating spaces in which the ideological dominance of current policy orthodoxy might be challenged.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education
Audience: Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)