Civilising the Natives? Liberal Studies in Further Education Revisited

Autor/in	Simmons, Robin
Titel	Civilising the Natives? Liberal Studies in Further Education Revisited
Quelle	In: British Journal of Educational Studies, 63 (2015) 1, S.85-101 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2014.982070
Schlagwörter	Foreign Countries; Adult Education; Vocational Education; Liberal Arts; College Faculty; Working Class; Young Adults; Educational History; Skill Development; Semi Structured Interviews; Students; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausbildung; Berufsbildung; Fakultät; Arbeiterklasse; Young adult; Junger Erwachsener; History of education; Bildungsgeschichte; Kompetenzentwicklung; Qualifikationsentwicklung; Student; Schüler; Schülerin; Studentin
Abstract	This paper uses Basil Bernstein's work on pedagogic discourses to examine a largely neglected facet of the history of vocational education--the liberal studies movement in English further education colleges. Initially, the paper discusses some of the competing conceptions of education, work and society which underpinned the rise and fall of the liberal studies movement--if indeed it can be described as such. The paper then draws on data from interviews with former liberal and general studies lecturers to focus on the ways in which different variants of liberal studies were, over time, implicated in inculcating certain forms of knowledge in vocational learners. Whilst it is acknowledged that liberal and general studies always represented contested territory and that it was highly variable both in terms of content and quality, the paper argues that, at least under certain circumstances, liberal studies provided young working-class people with the opportunity to locate their experiences of vocational learning within a critical framework that is largely absent from further education today. This, it is argued, can be conceptualised as an engagement with what Bernstein described as "powerful knowledge". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01