'Keep Them Students Busy': 'Warehoused' or Taught Skills to Achieve?

Autor/in	Cornish, Carlene
Titel	'Keep Them Students Busy': 'Warehoused' or Taught Skills to Achieve?
Quelle	In: Research in Post-Compulsory Education, 23 (2018) 1, S.100-117 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2018.1420733
Schlagwörter	Access to Education; Program Effectiveness; Reentry Students; Continuation Students; Human Capital; Adult Education; Prevocational Education; Scheduling; Educational Quality; Institutional Characteristics; Stereotypes; Knowledge Economy; Neoliberalism; College Programs; Performance Factors; Educational Objectives; Student Educational Objectives; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Zweiter Bildungsweg; Humankapital; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Enterprise education; Vorberufliche Bildung; Disposition; Quality of education; Bildungsqualität; Klischee; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Neo-liberalism; Neoliberalismus; Studienprogramm; Leistungsindikator; Educational objective; Bildungsziel; Erziehungsziel; Ausland
Abstract	RPA (Raising of Participation Age) legislation re-positioned all youth in England to participate in post-16 education and training, the ultimate aim to develop 'human capital'. However, how does RPA play out in practice with previously NEET (not in education, employment or training) and so-called disengaged youth engaged on a Level 1 pre-vocational course? Empirical research was conducted at a large general further education (FE) college in south-east England, named "The Site" with seven tutors and twenty-six students from the 2013-14 and 2014-15 cohorts. Key findings revealed 'warehousing' appeared to be the main purpose of education for these students. Whilst student conduct was observably loud and disruptive, it arguably overshadowed concerns over pedagogical activities and teaching practices, reproducing negative classroom conditions which consolidated stereotypical beliefs that with these particular students, there was a reluctance to learn--in effect, legitimising warehousing practice. This study brings into focus a counter discourse: structurally, the system is producing the kind of provision reflected on this course. Hence, creating and consolidating NEET identities rather than providing conditions in which new learner identities can emerge and benefit individuals themselves and (to use the neo-liberal line of reasoning) to the 'economy'. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01