De‐professionalism and austerity: Challenges for the public sector. NigelMalinBristol: Policy Press, 2020. ISBN : 9789811507793; £26.99 (Pbk)

As Nigel Malin observes in his latest book ‘De-Professionalism and Austerity: Challenges for the Public Sector’, ‘If austerity finished tomorrow it is likely that de-professionalisation would continue driven by neo-liberal approach to service provision’ (p.26). This timely, insightful authoritatively written provides an incisive analysis of role global neo-liberalism associated measures forging work within public sector. Drawing upon lived experiences sector professionals working health, social care education Britain a sophisticated detailed theoretical empirical contemporary processes de-professionalisation. Conceptualising de-professionalism as multi-dimensional process utilises range interdisciplinary perspectives gain insight into how identities have been shaped employment culture forged capitalism, austerity, inequality globalisation. Here theorised being situated five key dimensions; transfer power dimension which exhibited reductions levels autonomy at accompanied feelings powerlessness; status market strength dimension, with lessening need specialist knowledge expertise; transformative-contextual evidenced insecurity lack belonging; managerialism related loss professional subordination external supervision reconstituting professionalities also regarded ‘the society’ across European societies (Demailly & De La Broise, 2009). More broadly, this denotes wide transformation mode bureaucratic regulation particularly The evidences all these dimensions. Whilst other recent studies reinforce evidence (Connolly Hughes-Stanton, 2020; Saxe, Bucknovitz, Mahoney-Mosedale, Trappenburg van Beek, 2019; Wennström, 2016), coherent historical anti-cedents characteristics three areas Britain; education. significance clearly illustrated current Covid-19 health pandemic. Here, educational are front line response Covid 19 crisis Europe. In Britain, Michael Marmot (2020) has evidenced, pandemic simultaneously exposed extent depth inequalities full impact reducing capacity respond effectively crisis. Moreover, resonates Malin's argument education, today constantly challenged regard decisions they make, organisational structures operate quality provide. particular, finds strong resonance events relating grading student examinations Britain. At time writing review, final exam results young people were subjected standardisation model utilised algorithm finalise grades rather than estimated provided teachers. was widely criticised teaching chief executive Association Colleges England, arguing students felt had pulled down ‘in way where feel there's injustice done them’ from schools most socio-economically deprived disproportionately affected (Adams McIntyre, 2020). Scottish Government subsequently reverted back set teachers, imposition externalised substitute on already entrenched reveals relevance dimensions identified book. Given general tendency towards de-professionalisation’ Europe invaluable resource policy makers, practitioners researchers light profound challenges lie ahead post-Covid-19