This paper examines the way in which the notion of trust is being reformulated within teacher professionalism in England. It does this by setting the discussion within the economic context in which education is placed and examines the competitiveness settlement and its construction of a high skills economy marked by high trust relations. It is argued that this model of the English economy does not sit well with existing relations. The paper then draws upon material from the Learning and Skills Council, which sets the framework within which postcompulsory education and training is placed. It relates this discussion to the recent history of managerialism as well as performance management exploring the implications for trust relations. The paper then examines the nature of teacher professionalism and argues that current interventions work within a truncated model of trust, which is contrasted with a dialogic understanding of professionalism. work relations are imagined in a high skills economy and has been resuscitated by Morris (2001) in her recent speech on teacher professionalism. In this paper, trust is placed in relation to the on-going transformation of teacher professionalism. To set this in context, it is necessary to discuss globalization, competitiveness, and allied notions related to performativity, managerialism, as well as the distinctiveness of the English route to socio-economic modernization. Whilst this paper explores the reformation of teacher professionalism drawing upon material produced by the Department for Education and Skills, it is orientated towards understanding this process in the post-compulsory sector and, therefore, examines documents from the Learning and Skills Council and allied bodies.
Competitiveness settlementThe section starts with an examination of reflexive modernization. This understanding of contemporary western society aligns with an interpretation of the Downloaded by [University of Miami] at 12:34 03 January 2015 316 J. AVIS knowledge economy as well as with particular conceptualizations of globalization.For some writers, the move from simple modernity to reflexive modernization calls for the deepening of democratic relations. In this instance, it would not be amiss to associate this with the expansion of relations of trust throughout the social formation. Such conceptualizations sit with a particular understanding of the economy and of the role of education in preparing young people for work. In addition, reflexive modernization, its association with risk, and its skepticism towards professional/expert knowledge calls for work relations that provide space for dialogue and creativity. Such a context would call for the re-formation of teacher professionalism, one that could respond to the uncertainties, risks, and opportunities that currently exist.
Reflexive modernizationSimple modernization is old-type unilinear modernization; reflexive modernization, by contrast, implies coming to terms with the limits and contradictions of the modern order (Giddens 1998: 31).