Abstract
This chapter is primarily concerned with discussing the historical development of teacher-state relations in England and Wales, and attempts, through focusing on key periods in that development — the 1860s, the 1920s and the 1940s — to fix attention on the strategies adopted by the state in managing its problematic teaching workforce. The intention of the discussion is to make apparent the covert and overt constraints within which teachers operated in the past (and which increasingly affect their current situation) and thus to take issue with approaches to teacher-state relations which stress state patronage of the emergent teaching profession, and which infer a coincidence of interests between teachers and the state (Tropp, 1957; Shipman, 1984).
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Ozga, J. (1990). A ‘Social Danger’: The Contested History of Teacher-State Relations. In: Jamieson, L., Corr, H. (eds) State, Private Life and Political Change. Explorations in Sociology. Palgrave Macmillan, London. https://doi.org/10.1007/978-1-349-20707-7_10
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DOI: https://doi.org/10.1007/978-1-349-20707-7_10
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