Post-Compulsory Education and Training: Transformism and the Struggle for Change

Autor/in	Avis, James
Titel	Post-Compulsory Education and Training: Transformism and the Struggle for Change
Quelle	In: International Studies in Sociology of Education, 17 (2007) 3, S.195-209 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
Schlagwörter	Social Justice; Higher Education; Educational Change; Socioeconomic Influences; Competition; Curriculum Development; Educational Policy; Policy Analysis; National Curriculum; Foreign Countries; Vocational Education; Educational Assessment; Educational Indicators; Public Policy; United Kingdom + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform; Sozioökonomischer Faktor; Wettkampf; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politics of education; Bildungspolitik; Politikfeldanalyse; Ausland; Ausbildung; Berufsbildung; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Öffentliche Ordnung; Großbritannien
Abstract	The paper addresses a number of issues concerning policy and curriculum in post-compulsory education and training (PCET). Firstly, it seeks to locate PCET within its socio-economic context as it is this that frames curricula within the learning and skills sector and serves to legitimate its particular form. Secondly, the paper addresses the manner in which state policy impacts upon the sector and is followed by a discussion of curricula issues. It is argued that the rhetoric of competitiveness is over-stated and that this serves to tie educational processes to economic needs. This is reflected in curricular divisions as well as differentiations between learners. These, rather than challenging existing social relations, serve to conserve these resulting in a "transformist" politics. The paper concludes with a section that explores the struggle for social justice, arguing that a radical educational politics needs to address inequalities endemic in wider society. Localized educational responses are limited and can only take us so far in the struggle for social justice. (Contains 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10