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Incorporating Labor-Market Theory into World Culture Theory: Global perspectives on teacher work flows

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Abstract:

Over the past two decades, teaching has been subject to several global trends including the long-term erosion of teacher pay, the global standardization of core curriculum, and declines in entering teacher test scores in a wide range of nations. Increasingly we see that teacher shortages have led to increasing mobility of teachers across national borders in both South to North and South to South directions. At the same time, international exchange programs designed to support the professional status of teachers in the developed nations appear to have stagnated. While "teacher quality," is currently a topic of much concern, rarely do cross-national studies consider teachers as a workforce. We argue that prevailing theoretical paradigms used to analyze global trends in mass school (e.g. neo-institutionalism, world culture, core-periphery theories, etc.) ignore the growing body of research on the teaching workforce compiled by economists and scholars of the labor market. In this paper we explore how labor-market theorists, conceptualize the issue of teachers as members of a workforce. We discuss how the work of transnational actors (UNESCO, OECD, Teach for All) have created situations where the teachers' job has been homogenized and de-contextualized from local surroundings. These theories suggest that nations and trans-national organizations engage in long-term efforts to raise the professional status of teaching,that teaching will continue on a trajectory to a lower-skill occupation that will be increasing see greater trans-national mobility, lower job stability and long-term erosion of the social status of teachers.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p492372_index.html
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MLA Citation:

LeTendre, Gerald. and Wu, Yu-Wei. "Incorporating Labor-Market Theory into World Culture Theory: Global perspectives on teacher work flows" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492372_index.html>

APA Citation:

LeTendre, G. and Wu, Y. , 2011-04-30 "Incorporating Labor-Market Theory into World Culture Theory: Global perspectives on teacher work flows" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492372_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Over the past two decades, teaching has been subject to several global trends including the long-term erosion of teacher pay, the global standardization of core curriculum, and declines in entering teacher test scores in a wide range of nations. Increasingly we see that teacher shortages have led to increasing mobility of teachers across national borders in both South to North and South to South directions. At the same time, international exchange programs designed to support the professional status of teachers in the developed nations appear to have stagnated. While "teacher quality," is currently a topic of much concern, rarely do cross-national studies consider teachers as a workforce. We argue that prevailing theoretical paradigms used to analyze global trends in mass school (e.g. neo-institutionalism, world culture, core-periphery theories, etc.) ignore the growing body of research on the teaching workforce compiled by economists and scholars of the labor market. In this paper we explore how labor-market theorists, conceptualize the issue of teachers as members of a workforce. We discuss how the work of transnational actors (UNESCO, OECD, Teach for All) have created situations where the teachers' job has been homogenized and de-contextualized from local surroundings. These theories suggest that nations and trans-national organizations engage in long-term efforts to raise the professional status of teaching,that teaching will continue on a trajectory to a lower-skill occupation that will be increasing see greater trans-national mobility, lower job stability and long-term erosion of the social status of teachers.


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