Marketisation, Commodification and the Implications for Teachers’ Autonomy in England

摘要: Abstract This chapter reviews the ongoing processes of marketisation in secondary school teaching and its further embedment through commodification teachers’ performance. We track developments documentary evidence from Government statements other agency reports unstructured interviews with union representatives South West England. Following Carter Stevenson (2012) we begin by introducing labour process debate concerning productive to provide backdrop for argument that work is increasingly commodified judged along neoliberalised requirements. Commodification has taken place measurement abstract standards constructed associating individual teachers their pupils’ achievements, as well subjective assessment teacher behaviour against newly introduced ‘Teacher Standards’. argue this attempted quantification output constructed, Marxist terms, accommodate ‘socially necessary time’ indirectly maximise ‘output’ a standardisation involved task completion. attempt define new ways measuring lens link such workplace alienation. In fashion, are subject intensification, increased monitoring surveillance, weakening creative autonomy leading intensified alienation professional nature job.