At the beginning of the 1980s, the author wrote that "economic privilege will be bestowed for the work of political and ideological control, and in order to maintain this privilege, teachers will experience a new and increased intensity of work, and a new-type of work concerned less with direct instruction and more with direct administration and control from above." Much has been written and said about the deskilling and devaluing of teachers as a labour power. As current moves towards local management of schooling gain pace,and particular principles of economic and technocratic realisation are applied to schooling, teachers will tend to instruct less and administrate and manage more. In this volume, the future of schooling and education is examined and the role of schools and teachers in social reconstruction critically examined. An argument is presented for producing better educated and more highly professional teachers and, more significantly, for such teachers to have greater control of the process and content of schooling; that they should take a vanguard role in social reconstruction directed towards promoting increased autonomy and real democratic participation of the citizenry.
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