Educational Studies 32 (1):17-37 (2006)

Many researchers have identified a process they call ‘deskilling’, which they use to describe the daily experience of teachers who have been gradually losing control of their own labour within ‘low‐trust’ workplaces. Conversely, other scholars have found that under similar conditions, some teachers have their own ways of dealing with it which leads them towards a process of ‘reskilling’. This study is an attempt to explore the actual teachers’ perceptions towards their daily practice within the context of educational decentralization, a neglected area of research which needs to be further discussed and explored. This paper uses data gathered from seven schools in Guangdong Province, China as a case study to show that educational decentralization in China not only results in teachers being deskilled because indirect control is still being maintained, but also provides a small number of teachers with a competitive working environment to reskill their pedagogical techniques and educational knowledge, and to pursue good practices in teaching under the pressure of competition. All in all, educational decentralization provides a context in which teachers can experience either deprofessionalization or reprofessionalization
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DOI 10.1080/03055690500415910
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References found in this work BETA

Education Reform: A Critical and Post-Structural Approach.Stephen J. Ball - 1995 - British Journal of Educational Studies 43 (2):221-223.
Education and Power.D. A. Howell - 1983 - British Journal of Educational Studies 31 (3):269-271.
The Politics of Professionalism: Teachers and the Curriculum.Gary Mcculloch, Gill Helsby & Peter Knight - 2000 - British Journal of Educational Studies 48 (4):450-451.

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