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This paper explores the differential way in which employment practices utilized by Teacher Recruitment Agencies (TRAs) in England generate inequitable access to the teaching profession. Specifically, this paper critically examines the ways in which the present labour practices of TRAs impacts particular groups of women and marginalized people. The paper first describes the teacher recruitment agency phenomena, followed by an account of the feminist perspective that I use and the impact of educational reform on work arrangements. Next, I discuss flexible work and gender. Finally, I describe the place of foreign-born teachers and professional development issues in these new employment practices.

Differentiated Access to Teaching: Teacher Recruitment Agencies and Flexible Work Arrangements