- Shopping Bag ( 0 items )
Ian Stronach and Patti Lather open with searing critiques of the effects of current government...
Ian Stronach and Patti Lather open with searing critiques of the effects of current government policy on educational research – and by implication educational practice - in the UK and the US, while Mike Newby focuses specifically on the struggle over the control of initial teacher education in the UK over the last decade. The second section offers four case studies of the effects of this control. Three chapters explore the undermining of professional autonomy: Sue Clegg and Peter Ashworth consider the narrowing effects of the language of ‘learning outcomes’; James Avis critiques the punitive inspection régimes currently operating in education; Valerie Reardon compares these régimes to the sanitization of the female body; and Pat Sikes and John Clark examine autonomy and control in a school for students with ‘emotional and behavioral disorders’, and seek ethical ways of representing the experience of both the teachers and the learners.
The final section of the book reviews issues arising from current widening participation policies in the UK. Kathryn Ecclestone writes about the effect of ‘therapeutic education’ on the self esteem of adult learners; Sandra Sinfield, Tom Burns and Debbie Holley consider how the policing and control of student experience undermines the trust between tutor and student; and Julie Evans and Wendy Martin, focusing on the narratives of mature students, ask in whose interest the widening participation agenda is being pursued. Finally, Roger Harrison and Tamsin Haggis examine the metaphors of learning employed by adult learners and by the policymakers whose decisions shape their experience.
This is a book for educational researchers, policymakers and practitioners -- especially those working with adult learners – who want to see beyond the apparent inevitability of current ways of conducting education. It will be of value to students in education, policy studies and professional training, and of particular benefit to those delivering, undertaking or researching education and training in post-compulsory education at all levels.
|Pt. 1||Discipline, direction, control|
|1||Ending educational research, countering dystopian futures||3|
|2||This IS your father's paradigm : government intrusion and the case of qualitative research in education||21|
|3||Power, resistance and compliance : teacher education in the universities : a personal recollection||37|
|Pt. 2||Case studies|
|4||Contested practices : learning outcomes and disciplinary understandings||53|
|5||Re-thinking trust in a performative culture : the case of post-compulsory education||69|
|6||'Nobody told me schools were quite like this'||89|
|7||Constraining bodies : inspection as a form of hygiene||103|
|Pt. 3||New moves : widening participation|
|8||From Freire to fear : the rise of therapeutic pedagogy in post-16 education||117|
|9||Outsiders looking in or insiders looking out? Widening participation in a post-1992 university||137|
|10||Widening participation and studentship in HE : learner perspectives and reflections : the impact of discourse||153|
|11||Telling stories about learners and learning||169|
|12||Constructions of learning in higher education : metaphor, epistemology and complexity||181|