The paradox of professionalism in english further education: A TLC project perspective

Educational Review

Volumn 59, Issue 4, 2007, Pages 451-467

  Gleeson, Denis ^a   James, David ^b  

^a UNIVERSITY OF WARWICK   (United Kingdom)

^b UNIVERSITY OF THE WEST OF ENGLAND   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 36248944104     PISSN: 00131911     EISSN: 14653397     Source Type: Journal    
DOI: 10.1080/00131910701619340     Document Type: Article

References (56)

1. Alexiadou, N. (2001) Management identities in transition: a case study in further education, Sociological Review, 49(3), 412-435.
2. Apple, M. & Jungck, S. (1991) You don't have to be a teacher to teach in this unit: teaching, technology and control in the classroom, in: A. Hargreaves & M. Fullan (Eds) Understanding teacher development (London, Cassell).
3. Ashcroft, K. & James, D. (1999) The creative professional (London, Falmer Press).
4. Avis, J., Bathmaker, A.-M. & Parsons, J. (2002) Communities of practice and the construction of learners in post-compulsory education and training, Journal of Vocational Education and Training, 54(1), 27-50.
5. Ball, S. (2003) The teacher's soul and the terrors of performativity, Journal of Education Policy, 8(2), 215-228.
6. Bathmaker, A.-M. (2001) Neither dupes nor devils: teachers constructions of their changing role in further education, paper presented at the Fifth Annual Conference of the Learning and Skills Research Network, Robinson College, University of Cambridge, December.
7. Bloomer, M. (1998) They tell you what to do and then they let you get on with it. Illusions of progressivism in GNVQ, Journal of Education and Work, 11, 167-186.
8. Bourdieu, P. (1990) The logic of practice (Cambridge, Polity Press).
9. Bourdieu, P. (1998) Practical reason. On the theory of action (Oxford, Polity Press).
10. Cabinet Office (2006) The government's approach to public sector reform (London, Prime Minister's Strategy Unit).
11. Campbell, R. J. & Neill, S. R. (1994) Secondary teachers at work (London, Routledge).
12. Coffield, F., Steer, R., Hodgson, A., Spours, K., Edwards, S. & Finlay, 1. (2005) A new learning and skills landscape: the central role of the Learning and Skills Council, Journal of Education Policy, 20(5), 631-655.
13. Colley, H., James, D. & Diment, K. (2007) Unbecoming teachers: towards a more dynamic notion of professional participation, Journal of Education Policy, 22(2), 199-219.
14. Clarke, J. & Newman, J. (2006) The rise of the citizen consumer: implications for public service professionals. Available online at: http://www.open.ac.uk/socialsciences/citizenconsumers (accessed 2006).
15. Clow, R. (2001) Further education teachers constructions of professionalism, Journal of Vocational Education and Training, 53(3), 407-419.
16. Department for Education and Skills (DfES) (2002) Success for all: reforming further education and training (London, DfES).
17. Department for Education and Skills (DfES) (2006) Further education: raising skills, improving life chances (London, DfES).
18. Edwards, R., Clarke, E., Harrison, R. & Reeve, F. (2001) Flexibility at work: a study of further education, Journal of Vocational Education and Training, 53(3), 373-389.
19. Eraut, M. (2000) Non formal learning: implicit learning and tacit knowledge, in: F. Coffield (Ed.) The necessity of informal learning (Bristol, Polity Press).
20. Evetts, J. (2005) The management of professionals: a contemporary paradox, paper presented at the ESRC Teaching and Learning Research Programme thematic seminar series Changing Teacher Roles, Identities and Professionalism, Kings College, London.
21. Fergusson, R. (1998) Choice, selection and the social construction of difference, in: G. Hughes & G. Lewis (Eds) Unsettling welfare: the reconstruction of social policy (London, Routledge).
22. Flyvbjerg, B. (2006) Five misunderstandings about case study research, Qualitative Inquiry, 12(2), 219-245.
23. Foster, A. (2005) Realising the potential: a review of the future role of further education colleges (Annesley, DfES Publications).
24. Fuller, A., Hodkinson, H., Hodkinson, P. & Unwin, L. (2005) Learning as peripheral participation in communities of practice: a reassessment of key concepts in workplace learning, British Educational Research Journal 31, (1), 49-68.
25. Gewirtz, S. (2002) The managerial school (London, Routledge).
26. Giddens, A. (1998) The third way: the renewal of social democracy (Cambridge, Polity Press).
27. Gleeson, D., Davies, J. & Wheeler, E. (2005) On the making and taking of professionalism in the further education workplace, British Journal of Sociology of Education, 26(4), 445-460.
28. Gleeson, D. & Keep, E. (2004) Voice without accountability: the changing relationship between employers, the state and education, Oxford Review of Education, 30(1), 37-62.
29. Gleeson, D. & Knights, D. (2006) Challenging dualism: professionalism in troubled times, Sociology, 40(2), 277-295.
30. Gleeson, D. & Mardle, G. (1980) Further education or training? A case study in the theory and practice of day-release education (London, Routledge and Kegan Paul).
31. Gleeson, D. & Shain, F. (1999) Managing ambiguity: between markets and managerialism - a case study of middle managers in further education, Sociological Review, 47, 461-490.
32. Guile, D. & Lucas, N. (1999) Rethinking initial teacher education and professional development in further education: towards the learning professional, in: A. Green & N. Lucas (Eds) FE and lifelong learning: realigning the sector for the twenty-first century (London, Institute of Education, Bedford Way Papers).
33. Hayes, D. (2003) New Labour: new professionalism, in: J. Satterthwaite, E. Atkinson & K. Gale (Eds) Discourse, power and resistance (Stoke-on-Trent, Trentham Books).
34. Hodkinson, H. & Hodkinson, P. (2004) Rethinking the concept of community of practice in relation to schoolteachers' workplace learning, International Journal of Training and Development 8, (1), 21-31.
35. House of Commons (2006) Securing strategic leadership in the Learning and Skills Sector 25th report of sessions 2000-2006 (London, House of Commons Committee of Public Accounts).
36. Hoyle, E. & John, P. (1995) Professional knowledge and professional practice (London, Cassell).
37. James, D. & Biesta, G. (Eds) (2007) Improving learning cultures in further education (London, Routledge Falmer).
38. James, D. & Diment, K. (2003) Going underground? Learning and assessment in an ambiguous space, Journal of Vocational Education and Training, 55(4), 407-422.
39. Johnson, T. (1997) The professions and power (London, MacMillan).
40. Kitchener, M., Kirkpatrick, I. & Whipp, R. (2000) Supervising professional work under new public management; evidence from 'invisible trade', British Journal of Management, 11(3), 213-226.
41. Lave, J. & Wenger, E. (1991) Situated learning: legitimate peripheral participation (Cambridge, Cambridge University Press).
42. Lawn, M. & Ozga, J. (1988) The educational worker? A reassessment of teachers, in: J. Ozga (Ed.) Schoolwork: approaches to the labour process of teaching (Milton Keynes, Open University Press).
43. Leitch, S. (2006) Prosperity for all in the global economy: world class skills (London, HM Treasury).
44. Lucas, N. (2004) Teaching in further education, Bedford Way papers (London, Institute of Education).
45. Mackney, P. (2004, May 5) Opinion, The Guardian, p. 15.
46. Miliband, D. (2006) Public services and public goods: lessons for reform, Speech by the Rt Hon. David Miliband MP at the National School of Governance conference, Queen Elizabeth II Conference Centre, London, 6 June. Available online at: http://www.defra.gov.uk/ corporate/ministers/speeches/david-miliband/ dm060606.htm (accessed July 2006).
47. Newman, J. (2001) Modernising governance: New Labour, policy and society (London, Sage).
48. Nuffield Review (2006) 14-19 Education and training. Annual report (London, Nuffield Foundation).
49. Ranson, S. (2003) Public accountability in the age of neo-liberal governance, Journal of Education Policy, 18(5), 459-480.
50. Robson, J., Bailey, B. & Larkin, S. (2004) Adding value: investigating the discourse of professionalism of professionalism adopted by vocational teachers, Journal of Vocational Education and Work, 17(2), 183-194.
51. Shain, F. & Gleeson, D. (1999) Under new management: changing perceptions of teacher professionalism in the further education sector, Journal of Education Policy, 14, 445-462.
52. Simmons, R., Birchall, R. & Prout, A. (2006) Cultural tensions in public service delivery, cultures of consumption working papers (No. 26), ESRC/AHRB Research Programme (London, Birkbeck College, University of London). Available online at: http://www.consume.bbk.ac.uk (accessed 2006).
53. Stronach, I., Corbin, B., McNamara, O., Stark, S. & Warne, T. (2002) Towards an uncertain politics of professionalism: teacher and nurse identities in flux. Journal of Education Policy, 17(1), 109-138.
54. Venables, E. (1968) Leaving school and starting work (Oxford, Pergamon).
55. Wahlberg, M. & Gleeson, D. (2003) 'Doing the business': paradox and irony in vocational education - GNVQ Business Studies as a case in point, Journal of Vocational Education and Training, 55(4), 423-445.
56. Wallace, M. & Hoyle, E. (2005) Towards effective management of a reformed teaching profession. paper presented at the ESRC Teaching and Learning Research Programme thematic seminar series Changing Teacher Roles, Identities and Professionalism, Kings College, London, July. Available online at: http://www.kcl.ac.uk/content/1/c6/01/41/66/paper-wallace.pdf (accessed September 2006).