Strategy and policy: The 'professionalisation' of teaching and the work of an Australian teachers' union

McGrath-Champ, S; Gavin, M; Stacey, M

Strategy and policy: The 'professionalisation' of teaching and the work of an Australian teachers' union

McGrath-Champ, S Gavin, M

Stacey, M

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Publisher:: Routledge
Publication Type:: Chapter
Citation:: Contemporary Issues in Work and Organisations: Actors and Institutions, 2020, pp. 110-127
Issue Date:: 2020-01-02

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Field	Value	Language
dc.contributor.author	McGrath-Champ, S
dc.contributor.author	Gavin, M https://orcid.org/0000-0001-6796-5198
dc.contributor.author	Stacey, M
dc.date.accessioned	2020-09-07T23:49:00Z
dc.date.available	2020-09-07T23:49:00Z
dc.date.issued	2020-01-02
dc.identifier.citation	Contemporary Issues in Work and Organisations: Actors and Institutions, 2020, pp. 110-127
dc.identifier.uri	http://hdl.handle.net/10453/142568
dc.description.abstract	This chapter examines a strategic union approach in both responding to, and actively shaping, the professional landscape of one of the largest employment sectors in Australia – education. Taking the case of a teachers’ union in Australia, the NSW Teachers’ Federation (NSWTF), the chapter investigates the union’s contemporary strategic involvement across both state and federal education policy to understand union efforts to protect and advance teachers’ industrial and professional position in an era of significant reform. We explore how the union has pursued a ‘professionalisation’ agenda and worked strategically in support of the government’s recent accreditation reforms and examine the response of teachers to these reform initiatives. We investigate the impact of the NSWTF’s professionalisation agenda in the context of control and monitoring of teachers’ work under neoliberal government policies and consider, within a broad setting of work intensification and heightened workloads, what the implications of such a dynamic might be for the teaching profession overall.
dc.format.extent	15
dc.language	en
dc.publisher	Routledge
dc.relation.ispartof	Contemporary Issues in Work and Organisations: Actors and Institutions
dc.relation.isbasedon	10.4324/9780429439919-10
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	Strategy and policy: The 'professionalisation' of teaching and the work of an Australian teachers' union
dc.type	Chapter
utslib.for	1503 Business and Management
utslib.for	1301 Education Systems
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
pubs.organisational-group	/University of Technology Sydney/Faculty of Business/Management Discipline
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	closed_access	*
pubs.consider-herdc	true
dc.date.updated	2020-09-07T23:48:52Z
pubs.place-of-publication	UK
pubs.publication-status	Published
dc.location	UK

Abstract:

This chapter examines a strategic union approach in both responding to, and actively shaping, the professional landscape of one of the largest employment sectors in Australia – education. Taking the case of a teachers’ union in Australia, the NSW Teachers’ Federation (NSWTF), the chapter investigates the union’s contemporary strategic involvement across both state and federal education policy to understand union efforts to protect and advance teachers’ industrial and professional position in an era of significant reform. We explore how the union has pursued a ‘professionalisation’ agenda and worked strategically in support of the government’s recent accreditation reforms and examine the response of teachers to these reform initiatives. We investigate the impact of the NSWTF’s professionalisation agenda in the context of control and monitoring of teachers’ work under neoliberal government policies and consider, within a broad setting of work intensification and heightened workloads, what the implications of such a dynamic might be for the teaching profession overall.

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http://hdl.handle.net/10453/142568