Repositioned Professionals and Heterodox: A Response to the Precarity of Reform in Further Education

Autor/in	Entwistle, Lewis
Titel	Repositioned Professionals and Heterodox: A Response to the Precarity of Reform in Further Education
Quelle	In: Journal of Educational Administration and History, 54 (2022) 1, S.85-104 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2021.1919066
Schlagwörter	Adult Education; Educational Change; Professionalism; Accountability; Trust (Psychology); Figurative Language + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Bildungsreform; Professionalität; Verantwortung
Abstract	The precarity of professionals working in schools and colleges at a time of change has been strongly accented by the competitive markets that currently characterise education and the influence of its global reforms. In this article, I draw on empirical data from a project located in a sixth-form college to argue that the field of Further Education is being restructured such that professionalism is hollowed out whilst accountability measures undermine leaders' authority and enable a low-trust culture. I use Bourdieu's thinking tools to conceptualise the data, including a rich conceptualisation of this site as a 'field' and of practices within it as part of the 'game in play'. I generate four metaphorical lenses through which a perception of heterodoxy is used to clarify alternative positions that are simultaneously adopted by players and from which a response to the changing field of education reform can be offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01