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Shifting identity: new conditions and the transformation of practice – teaching within post-compulsory education

Avis, James (1999) Shifting identity: new conditions and the transformation of practice – teaching within post-compulsory education. Journal of vocational education and training, 51 (2). pp. 245-264. ISSN 1363-6820

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Abstract

The article explores the social and economic context of teaching within further education in England. It examines the lived experiences of lecturers working in the sector. It suggests that the attempt to explain these in terms of proletarianisation or re-professionalism is limited, and argues instead that we are witnessing a transformation of teaching and learning. This transformation is informed by an understanding of the economic context in which the sector is placed together with an interpretation of the needs of learners within these new conditions. It is suggested that a social bloc has been formed of constituencies that share this understanding. The transformation of teaching and learning in the sector opens up new forms of practice and identities for lecturers. The challenge is to work on the good sense of these changes.

Item Type: Article
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
L Education > L Education (General)
Schools: School of Education and Professional Development
School of Education and Professional Development > Centre of Lifelong Learning and Social Justice
School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Policy Research Group
School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Teaching, Public Pedagogies and Professionalism Research Group
School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Social Cohesion Research Group
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Depositing User: Cherry Edmunds
Date Deposited: 29 Jul 2009 10:30
Last Modified: 06 Aug 2013 10:30
URI: http://eprints.hud.ac.uk/id/eprint/5289

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