UCL Institute of Education

The premise of this issue of the journal is that in western secular democracies the principles underlying the democratic paradigm at the national level are not in any serious doubt. It is this presumption that I wish to address. This paper will assert that the citizen is no longer at the heart of the democratic process. Using the example of the UK, I will argue that this is a consequence of the representative nature of liberal democracy which concep-tualises citizenship as a legal status, giving citizens protection of the law rather than participating in its formulation or execution as in the civic republican model. Liberal democracy not only eschews greater political participation, it does not prepare citizens for it. There currently exists a democratic deficit at local and national level which is leading to a decline in active citizenship. Therefore any attempt to democratise globalisation without addressing the weakening of national democracies will simply lead to the current political elites populating new 'democratic' structures. With this in mind I will counter arguments utilised to discredit the civic republican model of democracy. I will argue that in England the present educational system, predicated upon a narrow skills-based agenda premised upon an economic rationale, is undermining democracy by not preparing the citizenry for active political participation or to critique governance. In addition, policy changes in England are leading to the commodification of education which will undermine its social purpose and inter alia democracy.

Since the 1988 Education Reform Act, the teacher’s role in England has changed in many ways, a process which intensified under New Labour after 1997. Conceptions of teacher professionalism have become more structured and formalized, often heavily influenced by government policy objectives. Career paths have become more diverse and specialised. In this article, three post-1997 professional roles are given consideration as examples of these new specialised career paths: Higher Level Teaching Assistants, Teach First trainees and Advanced Skills Teachers. The article goes on to examine such developments within teaching, using Bourdieu’s concept of habitus to inform the analysis, as well as Bernstein’s theories of knowledge and identity. The article concludes that there has been considerable specialization and subsequent fragmentation of roles within the teaching profession, as part of workforce remodelling initiatives. However, there is still further scope for developing a greater sense of professional cohesion through social activism initiatives, such as the children’s agenda. This may produce more stable professional identities in the future as the role of teachers within the wider children’s workforce is clarified.

This chapter assesses the impact of new forms of schooling in London. It debates whether London education is currently in an unsettled phase which may be an early indication of a future post-competition era for education in England. The chapter opens by outlining the social and political history of comprehensive secondary education in the capital. The chapter goes on to consider recent Select Committee evidence on social and academic segregation in the context of school choice, selection and achievement in London. The tension between the standards/inclusion agenda and tackling disadvantage is explored. The chapter concludes with an examination of trusts, federations and extended schools, followed by an assessment of the impact which new governance arrangements might have on social inequalities among London schools.

Aim
To carry out a post-impact evaluation of a cross-infection control CD-ROM, developed for NHS dental teams as a continuing professional development e-learning tool. The program was commissioned by the Department of Health and developed by a project team through the UK Committee of Postgraduate Dental Deans. The Dental Practice Board had originally sent one copy of the CD-ROM to each dental practice in England in 2004.

Method
A quantitative statistical analysis of the results of 326 online respondents to the learning package and a survey of 118 dental practi­ tioners drawn from the Dental Practice Board database.

Results
Practitioners felt the CD-ROM in this instance was well­ designed and appropriate for their needs. It is inclusive and accessible to a wide range of dental professionals including nurses and hygienists.

Conclusions
This form of continuing professional development is popular with dental practitioners, although it should not be the only form of continuing professional development available. However, whilst the project was generally regarded as successful, there were problems with the distribution of the CD-ROM. This suggests that an online resource should be made available in the future.