A Contested Profession: Employability, Performativity and Professionalism in Irish Further Education

Autor/inn/en	Grummell, Bernie; Murray, Michael J.
Titel	A Contested Profession: Employability, Performativity and Professionalism in Irish Further Education
Quelle	In: Journal of Educational Administration and History, 47 (2015) 4, S.432-450 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2015.996867
Schlagwörter	Foreign Countries; Adult Education; Employment Potential; Neoliberalism; Educational Change; Job Skills; Skill Development; Accountability; Educational Policy; Educational Practices; Knowledge Level; Social Justice; Transformative Learning; Professional Identity; Ireland + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Neo-liberalism; Neoliberalismus; Bildungsreform; Produktive Fertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Verantwortung; Politics of education; Bildungspolitik; Bildungspraxis; Wissensbasis; Soziale Gerechtigkeit; Pädagogische Transformation; Irland
Abstract	Further education typically represents the vocational, technical and practice-based forms of education, but this is now being repositioned in a neo-liberal era that is driving a performance-based and market-orientated vision of education in the Republic of Ireland and elsewhere. The implacable drive of neo-liberal economics in everyday practice is evident in the current economic and training discourses of further education, which aim to upgrade the employability of low-skilled and marginalised sectors of the population. The article provides an overview of shifts in educational policy and practices that align Irish further education with what has occurred in the UK and elsewhere through processes of professionalisation and performativity. Analysis of the potential impact on notions of professional identity in the sector helps to articulate the principles, pedagogies and philosophies that will be vital when contesting the performance cultures of New Managerialism that seem likely to ensue. We explore the implications in terms of the policy discourses, organisational structure and professional practices of further education. We contend that changes in these areas have profound impacts on the learning and knowledge base of further education, constraining its social justice and transformative capacity for the learners at the heart of further education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01