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Controlling the Work of Teachers Michael W. Apple (academic knowledge and…
Controlling the Work of Teachers
Michael W. Apple
proletarianisation: class and gender
the social process whereby people move from being either an employer or self-employed
aspects of proletarinazation
rationalization of administration
deskilling employees
proletarinzation in education
set objectives and competencies
specific procedures
pretesting and testing
loss of control
proletarinization on female teachers
most elementary teachers are females but the principals are males
patriarchal society
sexist attitudes towards women
academic knowledge and curricular control
women in education
achieved some autonomy through struggle
academic disciplinary knowledge
systematic curricula
prespecified
cost socialized by the state
rationalized curriculum
teacher proof
must reach the classroom
it is the history of the state, in concert with capital and a largely male academic body of consultants and developers, intervening at the level of practice into the work of a largely female workforce
what actually happened
new subjects were told the old way
resistance of the female workforce
a note on the state
the state
supports capital
should not be considered a homogeneous entity
schools are considered its apparatuses
teachers
not passive followers of ideologies
legitimating intervention
initial attempts at rationalizing curricula did not always produce the results that were anticipated, they did other things that are of considerable importance.
tayloristic management strategies
deskilling employees
separating conception from execution
rationalize and intensify labor
effects on schools
legitimated new forms of control
greater state intervention
sophisticated attempts at overcoming teacher resistance
systematic testing
behavioral goals
prepackaged curricula
intensification and teaching
intensification
work privileges eroded
work overloaded
destroyed sociability
lost leisure
lost self direction
risk of isolation
effects on teaching
cutting corners
loss of time to keep up with the field
reducing the quality
excessive administrative procedures for testing
no time for creativity
teachers reactions
changing activities if they didn't see their relevance
reducing testing and pre-testing
introducing slower paced activities and relaxed discussions
the process of control was misrecognized as a symbol of teachers' increased professionalism
profession and gender
modern requirements of the teaching frofession
fast test correction
decision regarding student grouping
reduced responsibility to design teaching and curricula
so you work harder to be successful at these decisions so you look like a good decision maker
professionlism
to be as rational as possible
used by women as a barrier against state interference and male dominance
bypassing learning experiences to reach objectives
teachers hired because of their agreement to the curriculum
gendered resistance
teachers (women) perception
uncomfortable as managers
believe that programs lock them into rigid systems
prioritize students feeling good over testing
believe that it is more important for students to connect to one teacher than to move from one subject to another
the woman's sphere is that of providing emotional security and caring for feelings
labor, gender, and teaching
effects of intensification outside the sphere of the school
less time for domestic labor
necessity for family members to take up the slack
challenging the sexual division
tensions and conflicts
intervention by socialist feminists
resistance of intensification in labor vs in teaching
labor: resistance - longer breaks - problems with tools and machines
teaching: partial acceptance, because
carry a history of patriarchal control
isolated during their work
a sense of professionalism
how is it possible to maintain the utter importance of caring and human relationships without at the same time reproducing other elements on that patriarchal terrain.