This book locates recent developments in teacher certification in North America within a broader,
international policy context characterized as hegemonic neo-liberalism wherein economic rationalism
has begun to trump professional judgment. We focus on teacher certification because it
addresses fundamental questions about who will teach, what are the required minimum levels of
competence, and who will make those decisions. Such questions are central to teaching, constituting
a new battleground for education in North America.
Two ideas-economic rationalism and professionalization-have become pivotal to education
policy. Economic rationalism finds its expression in a free market ideology. Professionalization has two meanings: professionalizing
the practice of teaching (constructing a professional knowledge base); and professionalizing the status of teaching (through links with
universities and self-regulation). These ideas' contestation varies by setting. In the USA, neo-liberalism has attacked professional
knowledge, questioning its scientific veracity. Professionalization advocates claim that the neo-liberalist aim is to undermine teaching
as a profession. In Canada, neo-liberalist critics are heard but have limited impact on policy. Professionalization has emphasized teachers'
pedagogical development and a valuing of the field's input into teacher preparation.
Neo-liberalist economic rationalism plays itself out overtly in the USA as de-regulation; in Canada, it lies embedded within labor
mobility agreements. In the USA, professionalization highlights professionalism in practice; in Canada, the governance of teaching.
This book explores how economic rationalism is using labor mobility agreements in Canada
as a covert operation analogous to de-regulation in the USA to assert its dominance in the
battle to de-professionalize teaching in North America.