State and market in the corporatist rhetorics of a profession Mariano Fernández-Enguita Universidad Complutense de Madrid www.enguita.info Global Shifts: Implications for Business, Government and Labour Massachusetts Institute of Technology, Cambridge SASE's 24th annual meeting June 28-30, 2012
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State and market in the corporatist rhetorics of a profession
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State and market in the corporatist rhetorics of a profession
Mariano Fernández-EnguitaUniversidad Complutense de Madrid
www.enguita.info
Global Shifts: Implications for Business, Government and LabourMassachusetts Institute of Technology, Cambridge
• Interviews and focused groups• Documents from unions and associations• General press 1976-2010• Professional press• A new lieterary genre• SNS news• Teachers Barometer (survey)
SCHOOL ORGANIZATION AND TEACHERS WORK
TWEETS: PUBLIC!
Most repeated (retweeted) of 1563 tweets10-13/1/2012Selected accounts
• Crisis pública, beneficio privado• Degradan lo publico y subvencionan lo privado• Retirada deducciones fiscales por escuela privada• La patronal pide más financiación• Elinar desgravaciones a quien opte por privada• Mi salud no está en venta
TWEETS: PUBLIC!
Most repeated (retweeted) of 1563 tweets10-13/1/2012Selection of accounts
• Public crisis, private benefit• They break down public and fund private• Withdraw tax cuts for private school!• Charter schools ask for more funding• Eliminate tax cuts for those who choose private!• My health is not for sale
But, when it comes to buy…
Health supply choice, by public school teachers:
• 88% of primary teachers choose entidades colaboradoras (partner entities), i.e. Private partnerships with corporations or medical associations which supply private health with public funds
(the healthcare equivalent to charters)
• 76% of secundary teachers do as well
i.e., they sell public and buy private, like to produce in the state but to consume in the market
CONTROL AND EXCHANGE STRATEGIES
Teachers as workers, schools as firmsMain conflicts in past ten years
• Anticipated retirement: 5 years earlier, full salary (plus bonus), conditio sine qua non for a social covenant on education
• Condensed school day: 5 hours in primary education, 6.30-7 hours in secondary ed.
• Cuts in school calendar, from 210 to 176 school days in 30 years
• More resources always needed
Teachers as professionals, schools as institutions
• Teachers assessment, direct or indirect, by results or by processes, rejected
• Dignification as an euphemism for higher salaries, shorter hours, etc.
• School accountability rejected• Management distrusted and severely curtailed• Incongruence of status (If I am so smart, why
am I not rich?)
THE ONLY 2 JOINT UNION MANIFESTOS
• A manifesto for teachers authority, oct/2009– http://www.levantatuvoz.es/ – ANPE, CC OO, CSI-CSIF, UGT, STEs y USO– Profession/al/s: 7– Work/er/s: 0
• A manifesto against budgets cuts, jun/2010– http://bit.ly/LSbd11– ANPE, CC OO, CSI-CSIF, UGT, STEs – Profession/al/s: 1– Work/er/s: 2
A question of identities• Historical union denominations
– Workers Committees in Teaching (CCOO)– Spanish Federation of Teaching Workers (FETE-UGT)– Teaching Workers Union (STE)– National Association of State Teachers (ANPE), now …Teaching
Professionals– Independent Confederal Union of Public Officials (CSIF)– Joint Workers Union (USO)
• A. Abbott distinguished between liberal (market) and bureacratic (organization, state) professions
• Teachers take as a model or an envied contrast the medical profession on relation to the public, day schedules, diagnostic acceptance, collective status…
• So, the teaching profession is born is born bureacrtic but dreams being as liberal