Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/30854
Appears in Collections:Management, Work and Organisation Journal Articles
Peer Review Status: Refereed
Title: The Moral Economy of Solidarity: A Longitudinal Study of Special Needs Teachers
Author(s): Bolton, Sharon C
Laaser, Knut
Contact Email: sharon.bolton@stir.ac.uk
Keywords: austerity
inequality
labour process
moral economy
Pupil Referral Unit
schools
solidarity
Issue Date: Feb-2020
Citation: Bolton SC & Laaser K (2020) The Moral Economy of Solidarity: A Longitudinal Study of Special Needs Teachers. Work, Employment and Society, 34 (1), pp. 55-72. https://doi.org/10.1177/0950017019871237
Abstract: Based on a longitudinal study of a Pupil Referral Unit (PRU) in England for children excluded from mainstream schools and utilising a moral economy lens, this article explores how solidarity is created and maintained in a very particular community of teachers and learning support assistants (LSAs). A moral economy approach highlights the centrality of people’s moral norms and values for understanding the multi-layered dimensions of solidarity in organisations and how it changes in the context of transformations in the labour process. The article illustrates how teachers and LSAs rely on mutuality, underpinned by moral norms of justice, and values of care, dignity and recognition, to cope with physically and emotionally demanding work that is under-resourced and undervalued. The analysis reveals that solidarity is not only against unjust workplace regimes, but also for connectivity and a humanised labour process.
DOI Link: 10.1177/0950017019871237
Rights: Bolton SC & Laaser K, The Moral Economy of Solidarity: A Longitudinal Study of Special Needs Teachers, Work, Employment and Society, 34 (1), pp. 55-72. Copyright © The Authors 2020. Reprinted by permission of SAGE Publications. DOI: 10.1177/0950017019871237
Licence URL(s): https://storre.stir.ac.uk/STORREEndUserLicence.pdf

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