Public Affairs Policy

Blairism and the War of Persuasion: Labour's Passive by Deborah Lynn Steinberg, Richard Johnson

By Deborah Lynn Steinberg, Richard Johnson

Tony Blair's use of the country to impose and deal with the United Kingdom's worldwide and person identities, which not just defines New Labour yet is doctrine in its personal correct, is analyzed during this examine the modern Labour social gathering. in comparison to Margaret Thatcher's market-led rules pushed by means of social authoritarianism, Blairism is a political build that persuades with hopes of social progressivism whereas retaining the required disciplines of world capital. exhibiting how Blairism invitations belief and advocates discussion yet hollows out celebration democracy to pursue pre-set targets, this critique clarifies Blair's schedule so as to contest its sorts of passive revolution with energetic development of possible choices.

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Additional info for Blairism and the War of Persuasion: Labour's Passive Revolution

Example text

It also formed the troubled background of official reports: the Newsom Report of 1963 begins with the reflections of a school-leaver on educational reconstruction: ‘It could all be marble, sir, but it would still be a bloody school’ (Newsom 1963: 2). In meditations like these there was expressed a kind of politics of recognition: it wasn’t that the working class was an emancipatory force, nor the embodiment of a potential for higher things, but it was nevertheless a presence which neither policy nor practice could ignore.

New Labour sees the teaching force and the educationalists who provided teachers with their pre-1979 rationale as what could be termed an ‘intellectual bloc’, that shared a common material position, and worked with a common understanding of the educational talents and needs of the mass of the student population. Again adapting Gramsci, and looking through New Labour eyes, we could term this bloc a ‘traditional’ one: the post-war welfare state created teachers in their hundreds of thousands, managed them only lightly, allowed them to develop associational cultures both radical and inertial, and set them to work in a system of low-level mass schooling.

There is little support among teachers for central aspects of the government’s programme – especially privatisation – and their participation in projects of change is heavily dependent upon the directives and incentives of an over-managed system. According to two New Labour advocates, ‘sometimes it is necessary to … consciously challenge the prevailing culture … and to have the courage to sustain the challenge until beliefs shift … The driving force at this critical juncture is leadership’ (Barber and Phillips 2000).

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