eprintid: 10020379
rev_number: 9
eprint_status: archive
userid: 587
dir: disk0/00/02/03/79
datestamp: 2014-10-31 12:51:38
lastmod: 2017-12-07 21:36:43
status_changed: 2014-10-31 12:51:38
type: thesis
metadata_visibility: show
creators_name: Hill, David Stanley
title: The radical Right and teacher education : an analysis of, and response to, the restructuring of initial teacher education in England and Wales under the Conservative and New Labour governments 1979-2001
ispublished: unpub
divisions: B14
note: Thesis: (PhD) University of London Institute of Education, 2001.
abstract: Following the 1979 general election, Conservative governments radically restructured
Initial Teacher Education (ITE) in England and Wales (a process that I argue is
substantially retained by New Labour in its policy on ITE and in education more
widely). The aim of this thesis is to examine and evaluate Radical Right policy on ITE
and responses to it, and to propose an alternative Radical Left policy based on the
theories and data analysed.
The thesis begins by describing the content and context of the restructuring and by
charting various responses from the education community. It proceeds to identify
ideological approaches to ITE that are 'alternative' and 'oppositional' to the Radical
Right.
To make sense of the restructuring, I examine five theoretical analyses of state policy
and of the articulations and disarticulations within the ITE policy process. These are
'state autonomy', postmodernist, 'quasi- postmodernist', culturalist neo-Marxist, and
structuralist neo-Marxist analyses. I then describe and evaluate what aimed to be a
Radical Left 'critical transformative' ITE course (the Crawley BEd) that I led from
1990-1995. Here I present data on student teacher and NQT reactions to that course,
which I compare to other courses that I surveyed.
In the light of this data I then revisit the theoretical explanations by referring to the
limited 'transformativeness' of the Crawley BEd, and to the success of Radical Right
policy on ITE (and education more widely) nationally. My theoretical conclusion is that
a structuralist neo-Marxist analysis best explains the data and policy developments.
Finally, I suggest some implications for policy, deriving from structuralist neo-Marxist
analysis.
date: 2001
date_type: completed
official_url: http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.538573
oa_status: green
thesis_class: doctoral_open
language: eng
primo: open
primo_central: open_green
full_text_status: public
pages: 535
institution: Institute of Education, University of London
thesis_type: Doctoral
citation:        Hill, David Stanley;      (2001)    The radical Right and teacher education : an analysis of, and response to, the restructuring of initial teacher education in England and Wales under the Conservative and New Labour governments 1979-2001.                   Doctoral thesis , Institute of Education, University of London.     Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10020379/1/HILL%2C%20D.S.pdf