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      Transformation, trust and the 'importance of teaching': continuities and discontinuities in the Coalition government's discourse of education reform

      London Review of Education

      IOE Press

      TRANSFORMATIVE CHANGE, TRUST, INTERDEPENDENCE, EMERGENCE

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          Abstract

          The imperative of transforming education continues to permeate the discourse of UK education reform. Although the Coalition government's publications herald a 'new school system', they reveal the same neo-liberal thinking as their New Labour predecessors. The context of the national budget deficit is now being brought to bear to promote greater effectiveness of the education system. Inherent in the Coalition strategy is a diminution of the vital role of teachers in bringing about profound change. This paper examines the notion of transformative change through the lens of George Herbert Mead's philosophy of evolution. Within this framework, transformation is a complex, emergent and unpredictable process that resists centralised control. Consequently, profound social change needs to be predicated on trust, conceptualised as a reciprocal relationship rooted in the acceptance of phenomena beyond our control.

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          Journal
          10430
          London Review of Education
          IOE Press
          1474-8460
          01 March 2012
          : 10
          : 1
          : 89-100
          Article
          1474-8460(20120301)10:1L.89;1- s7.phd /ioep/clre/2012/00000010/00000001/art00007
          10.1080/14748460.2012.659061
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          London Review of Education
          Volume 10, Issue 1

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