Chapter 3 will focus on our use of digital technologies when researching with a methodological approach centred on social justice and in the sharing of our participants’ stories. We provide an overview of the way the project used video (recording and editing), the website and a Twitter account to gather data but also to share it and to broaden the impact of the research with a democratic interactive digital platform. The website in particular we see as facilitating the co-production of a ‘third space’ in which further and adult education can be collectively reimagined by the staff and students who constitute it.
Ahmed, S. (2007) ‘A phenomenology of whiteness’, Feminist Theory, 8(2): 149–68.
Ahmed, S. (2010) ‘Happy objects’, in Gregg, M. and Seigworth, G.J. The Affect Theory Reader, Durham NC: Duke University Press.
Ainley, P. and Bailey, B. (1997) The Business of Learning, London: Cassell.
Akala (2018) Natives: Race and Class in the Ruins of Empire, London: Two Roads.
All-Party Parliamentary Group on Social Mobility (APGSM) (2012) Seven Key Truths about Social Mobility, [online] available from: https://www.raeng.org.uk/publications/other/7-key-truths-about-social-mobility [accessed 22 June, 2021].
Association of Colleges (AOC) (2019) Key Facts 2018/19, [online] available from: https://www.aoc.co.uk/sites/default/files/College%20Key%20Facts%202018-19.pdf [accessed 2 June, 2021].
Ball, S. (2003) ‘The teacher’s soul and the terrors of performativity’, Journal of Education Policy, 18(2): 215–28.
Ball, S. J. (2005) Education Policy and Social Class, London: Routledge.
Barad, K. (2007) Meeting the Universe Halfway, London: Duke University Press.
Barry, B. (1989) Theories of Justice, London: Harvester Wheatsheaf.
Barton, D., Hamilton, M. and Ivanic, R. (2000) Situated Literacies: Reading and Writing in Context, Abingdon: Routledge.
Barton, D., Ivanic, R., Appleby, Y., Hodge, R. and Tusting, K. (2007) Literacy, Lives and Learning, London: Routledge.
Bauman, Z. (2001) Liquid Modernity, Cambridge: Polity Press.
Beauchamp, M., Barling, J., Li, Z., Morton, K., Keith, S. and Zumbo, B. (2010) ‘Development and psychometric properties of the transformational teaching questionnaire’, Journal of Health Psychology, 15(8): 1123–34.
Becker, Gary, S. (1993) Human Capital, a Theoretical and Empirical Analysis with Special Reference to Education, London: University of Chicago Press.
Beckert, J. (2020) ‘The exhausted futures of neoliberalism: From promissory legitimacy to social anomy’, Journal of Cultural Economy, 13(3): 318–30.
Beetham H. and Oliver M. (2010) ‘The changing practices of knowledge and learning’, in R. Sharpe and H. Beetham (eds) Rethinking Learning for a Digital Age, London: RoutledgeFalmer, 155–69.
Belfield, C., Farquharson, C. and Sibieta, L. (2018) 2018 Annual Report on Education Spending in England, Institute for Fiscal Studies, funded by the Nuffield Foundation, [online] available from: https://www.ifs.org.uk/uploads/publications/comms/R150.pdf, [accessed 12 October 2021].
Bennett, P., Lambert, L. and Smith, R. (2022) Rethinking and Reviving Subject English: The Murder and the Murmur, London: Routledge.
Bernstein, B. (1971) ‘On the classification and framing of educational knowledge’, in M.F.D. Young (ed.) Knowledge and Control: New Directions for the Sociology of Education, London: Collier MacMillan, 47–69.
Bernstein, B. (2000) Pedagogy, Symbolic Control and Identity: Theory, Research, Critique (revised edn), London: Rowman & Littlefield.
Biesta, G. (2006) ‘What’s the point of lifelong learning if lifelong learning has no point? On the democratic deficit of policies for lifelong learning’, European Educational Research Journal, 5(3/4): 169–80.
Biesta, G. (2010) Good Education in an Age of Measurement, Boulder: Paradigm Publishers.
Biesta, G. (2015) ‘What is education for? On good education, teacher judgement, and educational professionalism’, European Journal of Education, 50(1): 75–87.
Biesta, G. and Tedder, M. (2007) ‘Agency and learning in the lifecourse: towards an ecological perspective’, Studies in the Education of Adults, 39(2): 132–49.
BIS and DfE (Department for Education) (2016) Reviewing post 16 education and training institutions: Area reviews, [online] available from: https://www.gov.uk/government/publications/reviewing-post-16-education-and-training-institutions-list-of-area-reviews/reviewing-post-16-education-and-training-institutions-areareviews-waves-1-to-5, [accessed 8 June, 2021].
Blair, Tony (1996) Speech given at Ruskin College, Oxford, 16 December, 1996, [online] available from: http://www.leeds.ac.uk/educol/documents/000000084.htm [accessed 26 May, 2021].
Bloch, E. (1986) The Principle of Hope, Volume 1, Cambridge, MA: MIT Press.
Bourdieu, P. (1994) ‘Structures, habitus, power: Basis for a theory of symbolic power’, in Bourdieu, P. and Passeron, J-C. (2013) Reproduction in Education, Society and Culture, London: Sage.
Bourdieu, P. and Passeron, J-C. (2013) Reproduction in Education, Society and Culture, London: Sage.
Bowles, S. and Gintis, H. (1976) Schooling in Capitalist America: Education Reform and the Contradictions of Economic Life, New York: Basic Books.
Bratich, J. (2018) ‘Observation in a surveilled world’, in N. Denzin and Y. Lincoln (eds) 2018, The SAGE Handbook of Qualitative Research, London: SAGE, pp 911–45.
Breunig, M. (2005) ‘Turning experiential education and critical pedagogy theory into praxis’, Journal of Experiential Education, 28(2): 106–22.
British Educational Research Association (2018) Ethical Guidelines for Educational Research, [online] available from: https://www.bera.ac.uk/researchers-resources/publications/ethical-guidelines-for-educational-research-2018 [accessed 26 March, 2022].
Brockmann, M. and Smith R. (forthcoming) ‘“Invested” partnerships as key to high-quality “expansive” apprenticeship programmes’, Learning and Work (under review).
Brookfield, S. (1995) Becoming a Critically Reflective Practitioner, Mahwah, NJ: Jossey Bass.
Brookfield, S. (1997) ‘Assessing critical thinking’, New Directions for Adult and Continuing Education, 75: 17–29.
Brookfield, S. (2005) The Power of Critical Theory for Adult Learning and Teaching, Maidenhead: Open University Press.
Brookfield, S. (2018) Teaching Race: How to Help Students Unmask and Challenge Racism, Mahwah, NJ: Jossey Bass
Brown, L. (ed.) (1993) The New Shorter English Dictionary, Oxford: Clarendon Press.
Buber, M. (1959) I and Thou, Edinburgh: T&T Clark.
Buber, M. (1961) Between Man and Man, London: Fontana.
Buchmann. C. and Diprete, T. (2006) ‘The growing female advantage in college completion: The role of family background and academic achievement’, American Sociological Review, 71(4): 515–41.
Campbell, D.T. (2011) ‘Assessing the impact of planned social change’, Journal of Multidisciplinary Evaluation, 7(15): 3–43.
Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D. and Walker, K. (2020) ‘Purposive sampling: Complex or simple? Research case examples’, Journal of Research in Nursing, 25(8): 652–61.
Carr, W. and Kemmis, S. (1986) Becoming Critical: Knowing Through Action Research, London: Falmer Press.
de Carvalho, E. and Skipper, Y. (2019) ‘“We’re not just sat at home in our pyjamas!”: A thematic analysis of the social lives of home educated adolescents in the UK’, European Journal of Psychology of Education, 34: 501–16, available from: https://doi.org/10.1007/s10212-018-0398-5.
Cassidy, D. (2009) Beyond Uncertainty: Heisenberg, Quantum Physics, and The Bomb, New York: Bellevue Literary Press.
Centre for Social Justice (CSJ) (2016) Selective Education and Social Mobility, [online] available from: https://www.centreforsocialjustice.org.uk/wp-content/uploads/2018/03/161201-Grammar-School-Report.pdf [accessed 26 June, 2021].
Chen, P.A., Cheong, J.H., Jolly, E. Elhence, H., Wager, T. and Chang, L.J. (2019) ‘Socially transmitted placebo effects’, Nature Human Behaviour, 3: 1295–305.
Chowdhury, K. (2020) Has COVID-19 Highlighted Social Injustice Built into our Cities?, [online] available from: https://www.cebm.net/2020/10/has-covid-19-highlighted-social-injustice-built-into-our-cities/ [accessed 29 June, 2021].
Coard, B. (1971) How the West Indian Child is Made Educationally Subnormal in The British School System: The Scandal of the Black Child in Schools in Britain, London: New Beacon for the Caribbean Education and Community Workers’ Association.
Coffield, F. (2008) Just Suppose Teaching and Learning Became the First Priority, available from: http://weaeducation.typepad.co.uk/wea_education_blog/files/frank_coffield_on_teach_and_learning.pdf, [accessed 11 May, 2021].
Collins, R. (2008) Violence, Princeton: Princeton University Press.
Crawford, C., Dearden. L., Micklewright J. and Vignoles A. (2016) Family Background and University Success, Oxford: Oxford University Press
Creswell, J. (2003) Research Design: Qualitative, Quantitative and Mixed Methods Approaches, London: Sage.
Crownover, A. and Jones, J.R. (2018) ‘A relational pedagogy’, Journal of Thought, 52(1–2): 17–28.
Crystal, D. (2019) The Cambridge Encyclopedia of English Language, Cambridge: Cambridge University Press.
Cui, V. and Smith, R. (2020) The Factors Affecting the Quality of the ‘Off-The-Job’ Element of Apprenticeships in the West Midlands Region .London: Gatsby Foundation.
Cushing, I. (2020) ‘The policy and policing of language in schools’, Language in Society, 49(3): 425–50.
Cushing, I. (2021) ‘Policy mechanisms of the standard language ideology in England’s education system’, Journal of Language, Identity and Education, available from: https://doi.org/10.1080/15348458.2021.1877542.
Daley, P. (1998) ‘Black Africans in Great Britain: Spatial concentration and segregation’, Urban Studies, 35(10): 1703–24.
Davies, W. (2014) The Limits of Neoliberalism, London: Sage.
Davis, A. (2001) Women, Race and Class, London: Women’s Press.
((deMarrais, K.G. and LeCompte, M. (1995) The Way Schools Work: A Sociological Analysis of Education, 2nd edition, White Plains, NY: Longman.
Department for Business Innovation and Skills (BIS). (2015) Area Reviews and the Reshaping of the College Sector. Letter to Principals 30 October 2015, [online] available from: https://www.gov.uk/government/publications/area-reviews-and-reshaping-the-college-sector-fe-commissioner-letter-march, [accessed 9 December, 2021].
Department for Children, Schools and Families (DfCSF) (2009) Improving the Attainment of Looked After Young People in Secondary Schools, [online] available from: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/190241/01048-2009.pdf, [accessed 11 June, 2021].
Department for Education (2015) Post-16 Work Experience as a Part of 16 to 19 Study Programmes and Traineeships: Departmental Advice for Post-16 Education and Training Providers, London: Department for Education, [online] available from: https://dera.ioe.ac.uk/22421/1/130332015_DfE_dept_advice_post-16_WEx_-_final.pdf [accessed 18 June, 2021].
Department for Education and employment (DfEE) (1998) The Learning Age, [online] available from: https://dera.ioe.ac.uk/15191/6/9780101379021_Redacted.pdf [accessed 26 June, 2021].
Department for Education (2013) English Literature GCSE Subject Content and Assessment Objectives, [online] available from: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/254498/GCSE_English_literature.pdf, [accessed 15 December, 2021].
Department for Education (2016) Revised GCSE and Equivalent Results in England, 2014 to 2015, [online] available from: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/494073/SFR01_2016.pdf, [accessed 11 May, 2021].
Department for Education (2021) Skills for Jobs: Lifelong Learning for Opportunity and Growth, [online] available from: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/957810/Skills_for_jobs_lifelong_learning_for_opportunity_and_growth__print_version_.pdf [accessed 1 June, 2021].
Department for Education and Science (DES) (1999) The Moser Report, [online] available from: http://www.educationengland.org.uk/documents/moser1999/moser-report.html [accessed 26 June, 2021].
Department for Education and Science (DES) (2002) Success for All, [online] available from: https://dera.ioe.ac.uk/4736/1/SOR_189_1.pdf [accessed 12 June, 2021].
Department for Education and Science (DES) (2005) 14–19 Education and Skills, [online] available from: http://www.educationengland.org.uk/documents/pdfs/2005-white-paper-14-19-education-and-skills.pdf, [accessed 20 April, 2021].
Dewey, J. (1916) Democracy and Education, Norwood, Mass: Macmillan.
Diprose, K. (2015) ‘Resilience is futile’, Soundings, 58(58): 44–56.
Dorling, D. (2011) Injustice: Why Social Inequality Persists, Bristol: Policy Press.
Duckworth, V. (2013) Learning Trajectories, Violence and Empowerment Amongst Adult Basic Skills Learners, Research in Education. London: Routledge.
Duckworth V. and Smith R. (2017a) ‘Adult literacy: Further education as a space for resistance’, RaPAL, 93: 9–17.
Duckworth, V. and Smith, R. (2017b) Further Education in England – Transforming Lives and Communities: Interim Report. Project Report. UCU.
Duckworth, V and Smith, R. (2018a) ‘Transformative learning in English further education’, in C. Borg, P. Mayo and R. Sultana (eds) 2018, International Handbook on Vocational Education and Training for the Changing World of Work, London: Springer, pp 151–77.
Duckworth V. and Smith R. (2018b) ‘Women, adult literacy education and transformative bonds of care’, Australian Journal of Adult Learning, 58(2): 157–83.
Duckworth, V. and Smith, R. (2018c) ‘Breaking the triple lock: Further education and transformative teaching and learning’, Education & Training, 60(6): 529–43, available from: https://doi.org/10.1108/ET-05-2018-0111.
Duckworth, V. and Smith, R. (2018d) ‘Further educations: Transformative teaching and learning for adults in times of austerity’, in E. Boeren and N. James (2018) Being an Adult Learner in Austere Times, London: Palgrave-Macmillan.
Duckworth, V and Smith, R. (2018e) ‘Creative dissemination, learners’ lives and further education’, in B. Grummell and F. Finnegan (eds) Doing Critical and Creative Research in Adult Education, London: Sense.
Duckworth, V. and Smith R. (2019) ‘Research, criticality & adult and further education: Catalysing hope and dialogic caring’, in M. Hamilton and L. Tett Resisting the Neo-Liberal Discourse in Education: Local, National And Transnational Perspectives, London: Policy Press, pp 27–40.
Dweck. C. (2006) Mindset. New York: Random House.
Foroughi, H., Gabriel, Y. and Fotaki, M. (2019) ‘Leadership in a post-truth era: A new narrative disorder?’, Leadership, 15(2): 135–51.
Foucault, M. (1982) ‘The subject and power’, Critical Inquiry, 8(4): 777–95, [online] available from: www.jstor.org/stable/1343197 [accessed 31 May, 2021].
Foucault, M. (1995) Discipline and Punish, London: Vintage.
Freire, P. (1995) The Pedagogy of the Oppressed, New York: Continuum.
Fuller, A. and Unwin, L. (2003) ‘Learning as apprentices in the contemporary UK workplace: Creating and managing expansive and restrictive participation’, Journal of Education and Work, 16(4): 407–26.
Gershoff, E.T. (2017) School corporal punishment in global perspective: prevalence, outcomes, and efforts at intervention, Psychology, Health & Medicine, 22(sup1): 224–39.
Gewirtz, S. (1998) Conceptualizing social justice in education: Mapping the territory, Journal of Education Policy, 13 (4): 469–84.
Gibb, N. (2017) ‘The importance of knowledge-based education’, available from: https://www.gov.uk/government/speeches/nick-gibb-the-importance-of-knowledge-based-education, [accessed 11 May, 2021].
Gibb, N. (2021) The Importance of a Knowledge-Rich Curriculum, [online] available from: https://www.gov.uk/government/speeches/the-importance-of-a-knowledge-rich-curriculum, [accessed 15 December, 2021].
Gillborn, D. (2008) Racism and Education: Coincidence or Conspiracy? London: Routledge.
Giroux, H. (2011) On Critical Pedagogy, London: Continuum.
Gleeson, D., Abbott, I. and Hill, R. (2011) ‘Governing the governors: A case study of college governance in English further education’, British Educational Research Journal, 37(5): 781–96.
Gleeson, D. and James, D. (2007) ‘The paradox of professionalism in English further education: a TLC project perspective’, Educational Review, 59(4): 451–67.
Glynn, S. (2005) ‘East End immigrants and the battle for housing: A comparative study of political mobilisation in the Jewish and Bangladeshi communities’, Journal of Historical Geography, 31(3): 528–45.
Goodley, D., Lawthom, R., Clough, P. and Moore, M. (2004) Researching Life Stories: Method, Theory and Analyses in a Biographical Age, Abingdon: Routledge.
Goodson, I. and Sikes, P. (2001) Life History Research in Educational Settings, Milton Keynes: Open University Press.
Gregg, M. and Seigworth, G.J. (2010) The Affect Theory Reader, Durham NC: Duke University Press.
Gronn, P. (2002) ‘Distributed leadership as a unit of analysis’, The Leadership Quarterly, 13(4): 423–51.
Guardian 2001. ‘Towards a national debate’, available from: https://www.theguardian.com/education/thegreatdebate/story/0,9860,574645,00.html, [accessed 27 December, 2021].
Habermas, J. (2006) ‘Euroskepticism, Market Europe, Or a Europe of (World) Citizens?’, in G. Schott and J. Habermas (eds) Time of Transitions, Cambridge: Polity Press, pp 73–88.
Hanley, L. (2007) Estates: An Intimate History, London: Granta.
Hansard (2018) ‘Improving Education Standards’, Volume 650: debated on Thursday 29 November, 2018 [online] available from: https://hansard.parliament.uk/commons/2018-11-29/debates/03D364AB-E6D1-45BD-80E2-90082F93D5FF/ImprovingEducationStandards [accessed 31 May, 2021].
Harvey, D. (2005) A Brief History of Neoliberalism, Oxford: Oxford University Press.
Henehan, K. (2020) Class of 2020 Education Leavers in the Current Crisis, London: Resolution Foundation, [online] available from: https://dera.ioe.ac.uk//35542/1/Class-of-2020.pdf [accessed 27.11.21].
Herndl, C. and Nahrwold, C. (2000) ‘Research as social practice’, Written Communication, 17(2): 258–96.
Hickel, J., Dorninger, C., Wieland, H. and Suwandi, I. (2022) ‘Imperialist appropriation in the world economy: Drain from the global South through unequal exchange, 1990–2015’, Global Environmental Change, 73: 1–13, available from: https://doi.org/10.1016/j.gloenvcha.2022.102467.
Hirsch, A. (Host) (2019) ‘We need to talk about the British Empire’, [audio podcast] Audibles, available from: https://www.audible.co.uk/pd/We-Need-to-Talk-About-the-British-Empire-Audiobook/B081581253 [accessed 16 June 2021].
His Majesty’s Stationery Office (HMSO) (1946) Youth’s Opportunity. Further Education in County Colleges, Ministry of Education Pamphlet No 3, London: HMSO.
Her Majesty’s Stationery Office (HMSO) (2011) Education Act 2011 (c.21; s.49). London: HMSO.
Hodkinson, P., Biesta, G. and James, D. (2007) ‘Understanding learning cultures’, Educational Review, 59(4): 415–27.
Hoffmann, N., Wright, T.B. and Gatta, M. (2019) ‘Ethnographies of work and possible futures in new ways meaningful first career’, in A. Mann, P. Huddleston and E. Kashefpakdel (eds) Essays on Employer Engagement in Education, London: Routledge, available from: https://doi.org/10.4324/9781315144115.
Holloway, J. (2002) Change the World without Taking Power: The Meaning of Revolution Today, London: Pluto Press.
Holmes, A.D.G. (2020) ‘Researcher positionality – a consideration of its influence and place in qualitative research – a new researcher guide’, International Journal of Education, 8(4): 1–10.
hooks, b. (1994) Teaching to Transgress. Education as the Practice of Freedom, London: Routledge.
Hopkin, J. and Rosamond, B. (2018) Post-truth politics, bullshit and bad ideas: ‘Deficit fetishism’ in the UK, New Political Economy, 23(6): 641–55
Huber, L. and Solorzano, D. (2015) ‘Racial microaggressions as a tool for critical race research’, Race Ethnicity and Education, 18(3): 297–320.
Huddlestone, P. and Laczik, A. (2019) ‘Employers at the heart of the system? The role of employers in qualification development,’ in A. Mann, P. Huddleston and E. Kashefpakdel (eds) Essays on Employer Engagement in Education, London: Routledge, available from: https://doi.org/10.4324/9781315144115 [accessed 30 November, 2021].
Hyland, T. and Merrill, B (2003) The Changing Face of Further Education, London: Routledge.
Illeris, K. (2014) Transformative Learning and Identity, Oxon, England: Routledge.
Institute for Fiscal Studies (2016) Family Background and University Success: Differences in Higher Education Access and Outcomes in England, [online] available from: https://www.ifs.org.uk/publications/8791 [accessed 2 April, 2021].
Jarvis, P. (2004) Adult Education and Lifelong Learning: Theory and Practice, London: RoutledgeFalmer.
Johnstone, L. and Boyle, M. (2018) ‘The power threat meaning framework: An alternative nondiagnostic conceptual system’, Journal of Humanistic Psychology. Doi: 10.1177/0022167818793289.
Kaur, B. (2021) Educational encounters, hybrid identities and spectral traces: Contesting the myths of Aston through the accounts of South Asian Muslim women, PhD thesis, Birmingham: Birmingham City University.
Keddie, A. (2012) ‘Schooling and social justice through the lenses of Nancy Fraser’, Critical Studies in Education, 53(3): 263–79.
Keep, E. (2006) ‘State control of the English education and training system—playing with the biggest train set in the world’, Journal of Vocational Education & Training, 58(1): 47–64.
Kennedy, H. (1997) Learning Works: Widening Participation in Further Education, London: Further Education Funding Council (FEFC).
Kincheloe, J.L. (2008) Knowledge and Critical Pedagogy, London: Springer.
Kincheloe, J.L., McLaren, P., Steinberg, S.R. and Monzó, L. (2017) Critical pedagogy and qualitative research: Advancing the bricolage, in N.K. Denzin and Y.S. Lincoln (eds) The SAGE Handbook of Qualitative Research, (5th edn), Thousand Oaks, CA: Sage, pp 235–60.
Kohli, R. and Solórzano, D. (2012) ‘Teachers, please learn our names! Racial microagressions and the K-12 classroom’, Race Ethnicity and Education, 15(4): 441–62.
Kress, T.M. (2011) ‘Inside the “thick wrapper” of critical pedagogy and research’, International Journal of Qualitative Studies in Education, 24(3): 261–6.
Leach, L. (2013) ‘Participation and equity in higher education: Are we going back to the future?’ Oxford Review of Education, 39(2): 267–86.
Learning and Work Institute (2018) Learning, Work, and Health: The Next 70 Years, [online] available from: www.learningandwork.org.uk/wp-content/uploads/2018/10/Learning-Health-and-Work-the-next-70-years.pdf [accessed: 3 June, 2021].
Lefebvre, H. (1991) The Production of Space, Oxford: Blackwell.
Lefebvre, H. (2004) Rhythmanalysis, London: Continuum.
Lefebvre, H. (2014) Critique of Everyday Life, London: Verso.
Leitch, S. (2006) Prosperity for All in the Global Economy: World Class Skills, London: HM Treasury.
Lingard, B. (2005) ‘Socially just pedagogies in changing times’, International Studies in Sociology of Education, 15(2): 165–86.
Lingfield, R. (2012) ‘Professionalism in the further education’, in The Lingfield Report, London: DBIS.
Lipman-Blumen, J. (1998) ‘Connective Leadership: What Business Needs to Learn from Academe’, Change The Magazine of Higher Learning, 30(1): 49–53, available from: Doi: 10.1080/00091389809602592.
Ljungblad, A. (2019) ‘Pedagogical Relational Teachership (PeRT) – a multi-relational perspective’, International Journal of Inclusive Education. Doi: 10.1080/13603116.2019.1581280.
Lovett, T. (1971a) Adult Education and the Community School, [online] available from: https://academic.oup.com/cdj/article-abstract/6/3/183/321257, [accessed 14 December, 2021].
Lovett, T. (1971b) ‘Community adult education’, in S. Westwood and J. Thomas (eds) The Politics of Adult Education, London: NIACE, pp 59–69.
Lucas, N. and Crowther, N. (2016) ‘The logic of the incorporation of further education colleges in England 1993–2015: Towards an understanding of marketisation, change and instability’, Journal of Education Policy, 31(5): 583–97.
Luke, C. and Gore, J. (eds) (1992) Feminisms and Critical Pedagogy, London: Routledge.
Lupton, R., N. Heath and E. Salter (2009) ‘Education: New Labour’s top priority’, in Towards a More Equal Society? Poverty, Inequality and Policy since 1997, J. Hills, T. Sefton and K. Stewart (eds) Bristol: Policy Press, pp 71–90.
McIlroy, J. and Westwood, S. (1993) Border Country: Raymond Williams in Adult Education, Leicester: National institute of Adult Continuing Education.
McQueen, S. (2020) Small Axe: Education, (television series episode). BBC.
Macedo, D. (1994) Literacies of Power: What Americans are Not Allowed to Know .Boulder, CO: Westview.
Mansell, W. (2007) Education by Numbers: The Tyranny of Testing, London: Politico.
Massumi, B. (1995) ‘The autonomy of affect’, Cultural Critique, (31): 83–109.
Merriam, S., Johnson-Bailey, J., Lee, M., Kee, Y., Ntseane G. and Muhamad M. (2001) ‘Power and positionality: Negotiating insider/outsider status within and across cultures’, International Journal of Lifelong Education, 20(5): 405–16, available at: Doi: 10.1080/02601370120490.
Mezirow, J. (1990) Fostering Critical Reflection in Adulthood, San Francisco: Jossey-Bass.
Mezirow, J. and associates (2000) Fostering Critical Reflection: A Guide to Transformative and Emancipatory Learning, Mahwah: Jossey-Bass.
Mezirow, J. (2009) Transformative learning theory’, in J. Mezirow, and E.W. Taylor (eds) Transformative Learning in Practise: Insights from Community, workplace and Higher Education, Mahwah: Jossey-Bass, pp 18–32.
Ministry of Justice (MoJ) (2021A) Prison Population Figures: 2021, [online] available from: https://www.gov.uk/government/statistics/prison-population-figures-2021 [accessed December 19, 2021].
Ministry of Justice (MoJ) (2021B) Proven Reoffending Statistics: October to December 2019, [online] available from: https://www.gov.uk/government/statistics/proven-reoffending-statistics-october-to-december-2019/proven-reoffending-statistics-october-to-december-2019 [accessed 19 December, 2021].
National Audit Office (NAO) (2015) Overseeing Financial Sustainability in the FE Sector, [online] available from: https://www.nao.org.uk/wp-content/uploads/2015/07/Overseeing-financialsustainability-in-the-further-education-sector.pdf, [accessed 8 July, 2021].
Niemiec. C.P. and Ryan, R.M. (2009) ‘Autonomy, competence and relatedness in the classroom: Applying self-determination theory to educational practice’, Theory and Research in Education, 7: 133–44.
Niemiec, C.P., Ryan, R. and Deci, E. (2010) Self-Determination theory and the relation of autonomy to self-regulatory processes and personality development’, in R.H. Hoyle (ed.) Handbook of Personality and Self-Regulation, Wiley online Library, available from: https://onlinelibrary.wiley.com/doi/pdf/10.1002/9781444318111.ch8 [accessed 21 May, 2021].
Noddings, N. (2005) The Challenge to Care in Schools, New York: Teachers College Press.
Norman, M. and Hyland, T. (2003) ‘The role of confidence in lifelong learning’, Educational Studies, 29: 261–72
Noys, B. (2013) Malign Velocities, Acceleration and Capitalism, London: Zero
O’Brien, M. (2007) ‘Mothers’ emotional care work in education and its moral imperative’, Gender and Education, 19(2): 159–78.
O’Leary, M. (2013) Classroom Observation: A Guide to the Effective Observation of Teaching and Learning, London: Routledge.
O’Leary, M. and Smith, R. (2012) ‘Earthquakes, cancer and cultures of fear: qualifying as a skills for life teacher in an uncertain economic climate’, Oxford Review of Education, 38(4): 437–54.
O’Leary, M., Smith, R., Cui, V. and Dakka, F. (2019) The Role of Leadership in Prioritising and Improving the Quality of Teaching and Learning in the Further Education Sector, London: Further Education Trust for Leadership (FETL), available from: https://fetl.org.uk/publications/the-role-of-leadership-in-prioritising-and-improving-the-quality-of-teaching-and-learning-in-further-education/ [accessed 4 March, 2022].
OECD (2017) Benchmarking Higher Education System Performance: Conceptual Framework and Data, Enhancing Higher Education System Performance, OECD: Paris.
Ofsted (2008) The Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2007/08, [online] available from: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/248394/1114.pdf [accessed 26 June, 2021].
Ofsted (2018) The Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2017/18, [online] available from: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/761606/29523_Ofsted_Annual_Report_2017-18_041218.pdf [accessed 26 May, 2021].
Ofsted (2020) The Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2019/20, [online] available from: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/939834/Ofsted_Annual_Report_2019-2020.pdf [accessed 31 May, 2021].
Parker, C., Scott, S. and Geddes, A. (2019) ‘Snowball sampling’, in P. Atkinson, S. Delamont, A. Cernat, J.W. Sakshaug, and R.A. Williams (eds) SAGE Research Methods Foundations, available from: https://dx.doi.org/10.4135/9781526421036831710 [accessed 4 March, 2022].
Paton, G. (2010) Spending Review: Schools Budget Protected [online] available from: https://www.telegraph.co.uk/education/educationnews/8076309/Spending-Review-schools-budget-protected.html [accessed 19 December, 2021].
Payne, J. (2010) ‘The unbearable lightness of skill: the changing meaning of skill in UK policy discourses and some implications for education and training’, Journal of Education Policy, 15(3): 353–69.
Peters, M., Besley, T. and Paraskeva, J. (2015) ‘Global financial crisis and educational restructuring’, Citizenship, Social and Economics Education, 14(1): 15–18.
Pierce, C. (1974) ‘Psychiatric problems of the black minority’, in S. Arieti (ed.) American Handbook of Psychiatry, New York: Basic Books, pp 512–23.
Pink, S. (2007) Doing Visual Ethnography: Images, Media, and Representation in Research, (2nd edn), London: Sage Publications.
Plummer, K. (2001) Documents of Life 2: An Invitation to a Critical Humanism, London: Sage.
Prensky M. (2001) ‘Digital natives, digital immigrants’, On the Horizon. MCB University Press. 9(5), available from: www.marcprensky.com [accessed June, 2017].
Raelin, J. (2010) ‘Imagine there are no leaders: Reframing leadership as collaborative agency’, Leadership, 12(2): 131–58.
Randle, K. and Brady, N. (1997) ‘Managerialism and professionalism in the “Cinderella service”’, Journal of Vocational Education and Training, 49(1): 121–39.
Reay, D. (1998) ‘“ Always knowing” and “never being sure”: Institutional and familial habituses and higher education choice’, Journal of Education Policy, 13(4): 519–29.
Reay, D. (2000) ‘“Dim dross”: Marginalised women both inside and outside the academy,’ Women’s Studies International Forum, 23(1): 13–21.
Richmond, T. (2018) The great training robbery: Assessing the first year of the apprenticeship levy, London: Reform, [online] available from: https://reform.uk/research/great-training-robbery-assessing-first-year-apprenticeship-levy [accessed 15 May, 2021].
Right to Learn (2021) Our Launch Statement, [online] available from: https://right2learn.co.uk/what-we-do/, [accessed 14 July, 2021].
Rogers, C. (2007) ‘The necessary and sufficient conditions of therapeutic personality change’, Psychotherapy: Theory, Research, Practice, 44(3): 240–48.
Rorty, R. (1999) Philosophy and Social Hope, London: Penguin.
Runyowa, S. (2015) ‘Microaggressions matter’, The Atlantic [online] 15 September, available from: https://www.theatlantic.com/politics/archive/2015/09/microaggressions-matter/406090/, [accessed 14 May 2020].
Ryan, R and Deci, E. (2000) ‘Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being’, American Psychologist, 55(1): 68–78, available from: Doi: 10.1037110003-066X.55.1.68.
Salas-Vallina, A. and Alegre, J. (2018) ‘Unselfish leaders? Understanding the role of altruistic leadership and organizational learning on happiness at work’, Leadership & Organization Development Journal, 39(5): 633–49, available from: https://www.emerald.com/insight/content/doi/10.1108/LODJ-11-2017-0345/full/html [accessed 4 March, 2022].
Sandel, M. (2021) The Tyranny of Merit: What’s Become of the Common Good?, London: Penguin.
Schomberg, W. (2021) ‘More needed: G7 nations agree to boost climate finance’, Reuters, [online] available from: https://www.reuters.com/business/sustainable-business/g7-leaders-commit-increasing-climate-finance-contributions-2021-06-12/ [accessed 26 June, 2021].
Sellen, P. (2016) Teacher Workload and Professional Development In England’s Secondary Schools: Insights from TALIS, Education Policy Institute, available from: https://epi.org.uk/wp-content/uploads/2018/01/TeacherWorkload_EPI.pdf, [accessed 28 May, 2021].
Shepherd, J. (2012) ‘Pupil behaviour worse since abolition of caning, warn teachers’, The Guardian, [online] available from: https://www.theguardian.com/education/2012/apr/04/corporal-punishment-student-behaviour-worse, [accessed 31 May, 2021].
Shields, C.M. (2010) ‘Transformative leadership: Working for equity in diverse contexts’, Educational Administration Quarterly, 46(4): 558–89.
Smith, R. (2007A) ‘Of “duckers and divers”, mice and men: The impact of market fundamentalism in FE colleges post-incorporation’, Research in Post-Compulsory Education, 12(1): 53–70.
Smith, R. (2007B) ‘Work, identity and the quasi-market: The FE Experience’, Journal of Educational Administration and History, Special Practitioners’ Research Edition, 39(1): 33–47.
Smith, R. (2015) ‘College re-culturing, marketisation and knowledge: The meaning of incorporation’, Journal of Educational Administration and History, 47(1): 18–39.
Smith, R. (2017) ‘Area reviews and the end of incorporation: A Machiavellian moment’, in M. Daley, K. Orr and J. Petrie (eds) The Principal, London: UCL IoE Press.
Smith, R. (2017B) ‘Building colleges for the future: Pedagogical and ideological spaces’, Journal of Education Policy, 32(6): 855–70.
Smith, R. and Duckworth, V. (2020) ‘Digital research as a resource for reimagining further education’, in A. Bulajić, T. Nikolić and C. Vieira (eds) Navigating through Contemporary World with Adult Education Research and Practice, Belgrade: Institute for Pedagogy and Andragogy.
Smith, R. and Duckworth, V. (2019) ‘Transformative Teaching and Learning in Further Education Summative report for the University and College Union Transforming Lives and Communities project’. London: UCU, available from: https://www.ucu.org.uk/media/10385/Transformative_teaching_and_learning_in_further_education_july_2019/pdf/transformativeteachingandlearninginfurthereducationjuly2019 [accessed 4 March, 2022].
Smith, R. and Duckworth, V. (2020) Leadership, Further Education and Social Justice, London: Further Education Trust for Leadership.
Smith, R. and O’Leary, M. (2013) ‘NPM in an age of austerity: Knowledge and experience in further education’, Journal of Educational Administration and History, 45(3): 244–66.
Social Mobility Commission (2019) The Adult Skills Gap: Is Falling Investment in UK Adults Stalling Social Mobility? London: Social Mobility Commission.
Sodiq, A. and Abbott, I. (2018) ‘Reimagining academic staff governors’ role in further education college governance’, Research in Post-Compulsory Education, 23(1): 138–57.
Soja, E. (1996) Thirdspace: Journeys to Los Angeles and Other Real-and-Imagined Spaces, Oxford: Blackwell.
Soja, E. (1989) Postmodern Geographies, London: Verso.
Spector, B. (2020) ‘Post-truth claims and the wishing away of brute facts’, Leadership, 16(1): 9–24.
Standing, G. (2011) The Precariat, the New Dangerous Class, London: Bloomsbury.
Staufenberg, J. (2021) ‘The slow death of adult residential education?’, FE Week, [online] 18 May, available from: https://feweek.co.uk/2021/05/18/the-slow-death-of-adult-residential-education/, [accessed 26 June, 2021].
Stewart, K. (2007) Ordinary Affects, Durham NC: Duke University Press.
Street, B. (1990) ‘Putting literacies on the political agenda’, RaPaL Bulletin, No. 13, in M. Herrington and A. Kendall (2005) (eds) Insights from Research and Practice: A Handbook for Adult Literacy, Numeracy and ESOL Practitioners, Leicester, NIACE, pp 25–36.
Sweller, J., Ayres, P. and Kalyuga, S. (2011) Cognitive Load Theory, London: Springer.
Thomas, L. (2012) ‘Building student engagement and belonging in Higher Education at a time of change’, [online] available from: https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/hea/private/what_works_final_report_1568036657.pdf, [accessed 28 October, 2021].
Thompson, R. (2009) ‘Social class and participation in further education: evidence from the Youth Cohort Study of England and Wales’, British Journal of Sociology of Education, 30(1): 29–42.
Thompson, P. (2013) ‘Introduction: the privatization of Hope and the crisis of negation’, in P. Thompson S. and Zizek (eds) The Privatisation of Hope, Durham, NC: Duke University Press.
Tuckett, A. (1991) ‘Counting the cost: Managerialism, the market and the education of adults in the 1980s and beyond’, in Westwood, S. and Thomas, J.E., The Politics of Adult Education, London: NIACE.
Vincent, C. and Ball, S.J. (2007) ‘“Making up” the middle-class child: Families, activities and class dispositions’, Sociology. 41(6): 1061–77.
Virilio, P. (2006) Speed and Politics, Los Angeles: Semiotext(e).
Watt, N. (2013) ‘Boris Johnson invokes Thatcher spirit with greed is good speech’, The Guardian, [online] 27 November, available from: https://www.theguardian.com/politics/2013/nov/27/boris-johnson-thatcher-greed-good, [accessed 21 May, 2021].
Whieldon, F. (2020) ‘64 colleges running out of cash which is “more than we thought” admits official’, FE Week, [online] 26 November, available from: https://feweek.co.uk/2020/11/26/64-colleges-running-out-of-cash-which-is-more-than-we-thought-admits-official/, [accessed 29 November, 2020].
Wilkinson, R. and Pickett, K. (2010) The Spirit Level: Why Equality is Better for Everyone, London: Penguin Books.
Williams, R. (1961) An Open Letter to WEA Tutors, [online] available from https://weaeducation.typepad.co.uk/files/raymond-williams-an-open-letter-to-wea-tutors-1.pdf, [accessed 15 December, 2021].
Williams, R. (2015) Keywords: A Vocabulary of Culture and Society, Oxford: Oxford University Press.
Williamson, G. (2021) Education Secretary at HEPI conference: Learning from the crisis (speech), [online] available from: https://www.gov.uk/government/speeches/education-secretary-at-hepi-conference-learning-from-the-crisis [accessed 25 June, 2021].
Willis, P. (1977) Learning to Labour: How Working-Class Kids Get Working Class Jobs, Westmead, Farnborough: Saxon House.
Wolf, A. (2011) Review of Vocational Education – The Wolf Report, London: DfE.
World Health Organisation (WHO) (2000) Women’s Mental Health, an Evidence-Based Review, [online] available from: https://www.who.int/mental_health/media/en/67.pdf [accessed: 26 June, 2021].
Yarrow, K. and Esland, G. (1998) ‘The Changing Role of the Professional in the new FE’, Unpublished Conference Paper, BERA Conference, Queen’s University, Belfast.
Youdell, D. (2011) School Trouble: Identity, Power and Politics in Education, London: Routledge.
Young, M. (1958) The Rise of the Meritocracy, London: Pelican.
Young, M. (2007) Bringing Knowledge Back In, London: Routledge.
|May 2022 onwards||Past Year||Past 30 Days|
|Full Text Views||0||0||0|