Living with the contradictions of modernization? : emotional management in the teaching profession
By: JENKINS, Sarah
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Contributor(s): CONLEY, Hazel.
Material type: 
ArticlePublisher: Malden, MA : Blackwell Publishers, December 2007Public Administration : an international quarterly 85, 4, p. 979-1001Abstract: The state education system in the UK has undergone significant transformation such that New Labours modernization policy embodies aspects of the marketized system, inspired by New Right thinking, with a concern for placing schools at the centre of the social inclusion agenda. In this paper, we explore the impact of the modernized agenda on teachers work and identify the tensions and contradictions which emanate from these policies. The research centred on interviews with teachers and headteachers in four school case studies and explores the changing nature of the profession by focusing on teachers emotional management. It is evident that at a time when a large proportion of what teachers do is subject to scrutiny and audit, the emotional and less definable elements of teaching have also increased but remain relatively unrecognized. The findings suggest that issues of emotional management bring into sharp relief the contradictions evident in the modernized agenda
The state education system in the UK has undergone significant transformation such that New Labours modernization policy embodies aspects of the marketized system, inspired by New Right thinking, with a concern for placing schools at the centre of the social inclusion agenda. In this paper, we explore the impact of the modernized agenda on teachers work and identify the tensions and contradictions which emanate from these policies. The research centred on interviews with teachers and headteachers in four school case studies and explores the changing nature of the profession by focusing on teachers emotional management. It is evident that at a time when a large proportion of what teachers do is subject to scrutiny and audit, the emotional and less definable elements of teaching have also increased but remain relatively unrecognized. The findings suggest that issues of emotional management bring into sharp relief the contradictions evident in the modernized agenda
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