The paper explores the use of professionalism as a defensive strategy
aimed to resist Conservative policy. It argues traditional professiona
lism as well as models based upon the reflective practitioner are inad
equate. These models fall back onto a notion of expertise that is less
than empowering. The paper argues for the development of a form of pr
ofessionalism that takes seriously social antagonism and social differ
ence. If this is done teacher expertise will be less secure, more open
and offer the potential for the development of democratic relations i
n and over education.