Tracing the bus(y/i)ness of learning in further education

Much of the contemporary research into further education in the United Kingdom (UK) surrounds the making of further education colleges more businesslike in their organisation and what seems to be the consequent intensification of work for the lecturing staff. A troubling paradox has been identified between the apparently progressive models of educational practice, backed by a rhetoric of learner-centredness, relevance and transparency, with the experience of lecturers of the conditions and pedagogic context in which they work. As yet, this intensification of work for lecturers and its effects have not been linked explicitly to the discourse of flexibility. This colloquium paper explores the ways in which flexibility is worked into narratives of busyness in the business of further education.

Entries containing the full list of the papers from this conference may be found from TD/TNC 67.61 to TD/TNC 67.64. Entries for individual papers may be found from TD/TNC 67.65 to TD/TNC 67.100 and from TD/TNC 67.501 to TD/TNC 67.541.

Much of the contemporary research into further education in the United Kingdom (UK) surrounds the making of further education colleges more businesslike in their organisation and what seems to be the consequent intensification of work for the lecturing staff. A troubling paradox has been identified between the apparently progressive models of educational practice, backed by a rhetoric of learner-centredness, relevance and transparency, with the experience of lecturers of the conditions and pedagogic context in which they work. As yet, this intensification of work for lecturers and its ...  [+] Show more