The Experts below are selected from a list of 2766 Experts worldwide ranked by ideXlab platform
James Avis - One of the best experts on this subject based on the ideXlab platform.
-
class economism individualisation and Post Compulsory Education and training
The Journal for Critical Education Policy Studies, 2008Co-Authors: James AvisAbstract:The paper considers the broader policy context in which English Post Compulsory Education and Training (PCET) is placed, examining the model of class implicit within policy documents and particular currents within new Labour thinking. It notes that class relations and patterns of inequality have deepened. Class as a structural feature of the social formation has been obscured as a result of individualisation and allied theorisations. Whilst class may be obscured, it remains a salient feature of contemporary society. Personalisation of the curriculum and changes to 14-19 Education are related to class formation and the on-going generation of inequality. The closing section of the paper comments on current work that examines teaching and learning in the sector, suggesting that class needs to be placed in a pivotal position in such analyses. It concludes by arguing that a concern with social justice as well as one that seeks to interrupt processes of class formation necessitates a politicised practice that extends beyond the classroom. This requires an analysis that stresses the salience of class but also works with an expansive notion of practice that calls for a politicised understanding of PCET.
-
Re-turn to class, economism, individualisation and Post-Compulsory Education and training
2007Co-Authors: James AvisAbstract:The paper sets itself three key tasks. Firstly, to set Post Compulsory Education and training in its socio-economic context, and secondly, this then enables an analysis of the impact of New Labour policy upon the sector. Thirdly, the paper addresses the connection between the lived experience of Educational relations and the articulation of these to class formation. In so doing, questions of individualisation, complexity and class are explored. This encourages an analysis that stresses the salience of class in Educational analyses and that also works with an expansive notion of practice that calls for a politicised understanding of PCET.
-
Post Compulsory Education and training transformism and the struggle for change
International Studies in Sociology of Education, 2007Co-Authors: James AvisAbstract:The paper addresses a number of issues concerning policy and curriculum in Post-Compulsory Education and training (PCET). Firstly, it seeks to locate PCET within its socio-economic context as it is this that frames curricula within the learning and skills sector and serves to legitimate its particular form. Secondly, the paper addresses the manner in which state policy impacts upon the sector and is followed by a discussion of curricula issues. It is argued that the rhetoric of competitiveness is over-stated and that this serves to tie Educational processes to economic needs. This is reflected in curricular divisions as well as differentiations between learners. These, rather than challenging existing social relations, serve to conserve these resulting in a 'transformist' politics. The paper concludes with a section that explores the struggle for social justice, arguing that a radical Educational politics needs to address inequalities endemic in wider society. Localized Educational responses are limited and can only take us so far in the struggle for social justice.
-
from reproduction to learning cultures Post Compulsory Education in england
British Journal of Sociology of Education, 2006Co-Authors: James AvisAbstract:This paper examines recent empirical work on the lived experience of learners in Post‐Compulsory Education. The starting point is a brief examination of the socio‐economic context of the sector. Despite the sophistication of analyses of learning cultures, a more radical approach is needed. Failure to do so renders these analyses amenable to appropriation by ‘new labour’ modernisers.
-
re thinking trust in a performative culture the case of Post Compulsory Education
Journal of Education Policy, 2003Co-Authors: James AvisAbstract:This paper examines the way in which the notion of trust is being reformulated within teacher professionalism in England. It does this by setting the discussion within the economic context in which Education is placed and examines the competitiveness settlement and its construction of a high skills economy marked by high trust relations. It is argued that this model of the English economy does not sit well with existing relations. The paper then draws upon material from the Learning and Skills Council which sets the framework within which Post-Compulsory Education and training is placed. It relates this discussion to the recent history of managerialism as well as performance management exploring the implications for trust relations. The paper then examines the nature of teacher professionalism and argues that current interventions work within a truncated model of trust which is contrasted with a dialogic understanding of professionalism.
Ron Thompson - One of the best experts on this subject based on the ideXlab platform.
-
Social mobility and Post-Compulsory Education: revisiting Boudon’s model of social opportunity
British Journal of Sociology of Education, 2013Co-Authors: Ron Thompson, Robin SimmonsAbstract:This paper uses Raymond Boudon’s model of Educational expansion to examine the relationship between Education and social mobility, paying particular attention to Post-Compulsory Education – an important site of social differentiation in England. The paper shows how Boudon focuses explicitly on the consequences of Educational expansion, and argues that his work helps us understand why widening access to Post-Compulsory Education does not necessarily lead to higher rates of social mobility. We investigate Boudon’s key theoretical insights and assess the contemporary relevance of his model. The paper argues that the fundamental assumptions of Boudon’s model not only remain valid, but have been intensified by systemic changes in English Post-Compulsory Education, and its articulation with the labour market.
-
social mobility and Post Compulsory Education revisiting boudon s model of social opportunity
British Journal of Sociology of Education, 2013Co-Authors: Ron Thompson, Robin SimmonsAbstract:This paper uses Raymond Boudon’s model of Educational expansion to examine the relationship between Education and social mobility, paying particular attention to Post-Compulsory Education – an important site of social differentiation in England. The paper shows how Boudon focuses explicitly on the consequences of Educational expansion, and argues that his work helps us understand why widening access to Post-Compulsory Education does not necessarily lead to higher rates of social mobility. We investigate Boudon’s key theoretical insights and assess the contemporary relevance of his model. The paper argues that the fundamental assumptions of Boudon’s model not only remain valid, but have been intensified by systemic changes in English Post-Compulsory Education, and its articulation with the labour market.
-
teacher educators in Post Compulsory Education gender discourse and power
Journal of Vocational Education & Training, 2007Co-Authors: Robin Simmons, Ron ThompsonAbstract:Recent research on Post‐Compulsory teacher educators in England suggests that there is a high degree of feminisation of this workforce, particularly where further and higher Education partnerships are concerned. This process of feminisation has taken place against a background in which English Post‐Compulsory Education has increasingly been brought under state control and direction, with profound consequences for those engaged in the professional development of teachers in the sector. Although teacher Education is also highly feminised in other sectors and in many countries, the recent history of Post‐Compulsory Education in England has a number of characteristics that have strongly influenced the gender distribution of its teacher educators. This article examines the locus of power driving the gendered division of labour in Post‐Compulsory teacher Education and attempts to account for it by means of the intersection of structuralist and Poststructuralist perspectives. It is argued that the trends taking ...
Robin Simmons - One of the best experts on this subject based on the ideXlab platform.
-
Social mobility and Post-Compulsory Education: revisiting Boudon’s model of social opportunity
British Journal of Sociology of Education, 2013Co-Authors: Ron Thompson, Robin SimmonsAbstract:This paper uses Raymond Boudon’s model of Educational expansion to examine the relationship between Education and social mobility, paying particular attention to Post-Compulsory Education – an important site of social differentiation in England. The paper shows how Boudon focuses explicitly on the consequences of Educational expansion, and argues that his work helps us understand why widening access to Post-Compulsory Education does not necessarily lead to higher rates of social mobility. We investigate Boudon’s key theoretical insights and assess the contemporary relevance of his model. The paper argues that the fundamental assumptions of Boudon’s model not only remain valid, but have been intensified by systemic changes in English Post-Compulsory Education, and its articulation with the labour market.
-
social mobility and Post Compulsory Education revisiting boudon s model of social opportunity
British Journal of Sociology of Education, 2013Co-Authors: Ron Thompson, Robin SimmonsAbstract:This paper uses Raymond Boudon’s model of Educational expansion to examine the relationship between Education and social mobility, paying particular attention to Post-Compulsory Education – an important site of social differentiation in England. The paper shows how Boudon focuses explicitly on the consequences of Educational expansion, and argues that his work helps us understand why widening access to Post-Compulsory Education does not necessarily lead to higher rates of social mobility. We investigate Boudon’s key theoretical insights and assess the contemporary relevance of his model. The paper argues that the fundamental assumptions of Boudon’s model not only remain valid, but have been intensified by systemic changes in English Post-Compulsory Education, and its articulation with the labour market.
-
teacher educators in Post Compulsory Education gender discourse and power
Journal of Vocational Education & Training, 2007Co-Authors: Robin Simmons, Ron ThompsonAbstract:Recent research on Post‐Compulsory teacher educators in England suggests that there is a high degree of feminisation of this workforce, particularly where further and higher Education partnerships are concerned. This process of feminisation has taken place against a background in which English Post‐Compulsory Education has increasingly been brought under state control and direction, with profound consequences for those engaged in the professional development of teachers in the sector. Although teacher Education is also highly feminised in other sectors and in many countries, the recent history of Post‐Compulsory Education in England has a number of characteristics that have strongly influenced the gender distribution of its teacher educators. This article examines the locus of power driving the gendered division of labour in Post‐Compulsory teacher Education and attempts to account for it by means of the intersection of structuralist and Poststructuralist perspectives. It is argued that the trends taking ...
Harold Thomas - One of the best experts on this subject based on the ideXlab platform.
-
Teaching university modules in sixth forms: the shifting boundaries of Post‐Compulsory Education?
Journal of Education Policy, 2020Co-Authors: David Hall, Harold ThomasAbstract:Post‐Compulsory Education in the UK is growing in complexity. A little explored feature of this complexity is the development of collaborative arrangements between higher Education institutions and providers of sixth form Education under which students can study university modules whilst pursuing their sixth form studies. This article reports the findings of a recent project designed to explore the feasibility of such arrangements. A range of existing provision is identified focusing on both academic high achievers and students from socio‐economic groups that are currently under‐represented in higher Education. The article reviews such arrangements in the context of government policy, the changing nature of sixth form and higher Education, and the boundaries that have been drawn between what have traditionally been viewed as separate elements of the English and Welsh Education systems. It considers the impact of such provision on the two main groups of students studied and highlights some of the issues ar...
-
teaching university modules in sixth forms the shifting boundaries of Post Compulsory Education
Journal of Education Policy, 2004Co-Authors: David Hall, Harold ThomasAbstract:Post‐Compulsory Education in the UK is growing in complexity. A little explored feature of this complexity is the development of collaborative arrangements between higher Education institutions and providers of sixth form Education under which students can study university modules whilst pursuing their sixth form studies. This article reports the findings of a recent project designed to explore the feasibility of such arrangements. A range of existing provision is identified focusing on both academic high achievers and students from socio‐economic groups that are currently under‐represented in higher Education. The article reviews such arrangements in the context of government policy, the changing nature of sixth form and higher Education, and the boundaries that have been drawn between what have traditionally been viewed as separate elements of the English and Welsh Education systems. It considers the impact of such provision on the two main groups of students studied and highlights some of the issues ar...
Miriam Henry - One of the best experts on this subject based on the ideXlab platform.
-
equity and the new Post Compulsory Education and training policies in australia a progressive or regressive agenda
Journal of Education Policy, 1994Co-Authors: Sandra Taylor, Miriam HenryAbstract:This paper explores the background and context of the Australian federal government's new Post‐Compulsory Education and training policies. It examines the social, economic and political context within which the policies have been developed, and the way in which competing interests have been ‘stitched’ together in the new consensual policy‐making process. It is argued that the resulting policy directions (expressed in the Finn, Mayer and Carmichael reports), where goals of micro‐economic reform are linked to equity issues, represent an ambiguous policy mix and offer contradictory possibilities for young people. The implications of these ambiguities for reform strategies will be discussed, together with considerations relating to the politics of Educational change.
-
Equity and the new Post‐Compulsory Education and training policies in Australia: a progressive or regressive agenda?
Journal of Education Policy, 1994Co-Authors: Sandra Taylor, Miriam HenryAbstract:This paper explores the background and context of the Australian federal government's new Post‐Compulsory Education and training policies. It examines the social, economic and political context within which the policies have been developed, and the way in which competing interests have been ‘stitched’ together in the new consensual policy‐making process. It is argued that the resulting policy directions (expressed in the Finn, Mayer and Carmichael reports), where goals of micro‐economic reform are linked to equity issues, represent an ambiguous policy mix and offer contradictory possibilities for young people. The implications of these ambiguities for reform strategies will be discussed, together with considerations relating to the politics of Educational change.