Search results

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.