New Unionism? Teacher Unions, Social Partnership and School Governance in England and Wales

Abstract

In the post-war period teacher unions in England and Wales have experienced considerable turbulence regarding their participation in the structures of system governance. Participation in governance had traditionally been conducted through the processes of collective bargaining until the abolition of national negotiating rights in 1987. After an extended period of exclusion from governance networks this situation was reversed in 2003 following the establishment of a ‘social partnership’ between employers and education unions. This article draws on data from the Economic and Social Research Council funded project ‘Workforce remodelling, teacher trade unions and school-based industrial relations’ to assess the significance of the social partnership for system governance. It combines empirical data from England and Wales with research frameworks drawing on teacher union research in the USA to contrast social partnership with collective bargaining and to assess whether social partnership working represented a genuinely new approach to governance and, in turn, a form of ‘new unionism’.

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