Class, Economism, Individualisation and Post Compulsory Education and Training

Autor/in	Avis, James
Titel	Class, Economism, Individualisation and Post Compulsory Education and Training
Quelle	In: Journal for Critical Education Policy Studies, 6 (2008) 2, S.37-53 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Social Justice; Social Problems; Postsecondary Education; Social Class; Educational Change; Policy Analysis; Critical Theory; Educational Policy; Educational Philosophy; Role of Education; Politics of Education; Educational Principles; Democratic Values; Political Attitudes; Foreign Countries; Hidden Curriculum; Individualism; Economics; United Kingdom + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Social problem; Soziales Problem; Post-secondary education; Tertiäre Bildung; Social classes; Soziale Klasse; Bildungsreform; Politikfeldanalyse; Kritische Theorie; Politics of education; Bildungspolitik; Bildungsphilosophie; Erziehungsphilosophie; Bildungsauftrag; Educational policy; Bildungsprinzip; Political attitude; Politische Einstellung; Ausland; Heimlicher Lehrplan; Individualismus; Volkswirtschaftslehre; Großbritannien
Abstract	The paper considers the broader policy context in which English Post Compulsory Education and Training (PCET) is placed, examining the model of class implicit within policy documents and particular currents within new Labour thinking. It notes that class relations and patterns of inequality have deepened. Class as a structural feature of the social formation has been obscured as a result of individualisation and allied theorisations. Whilst class may be obscured, it remains a salient feature of contemporary society. Personalisation of the curriculum and changes to 14-19 education are related to class formation and the on-going generation of inequality. The closing section of the paper comments on current work that examines teaching and learning in the sector, suggesting that class needs to be placed in a pivotal position in such analyses. It concludes by arguing that a concern with social justice as well as one that seeks to interrupt processes of class formation necessitates a politicised practice that extends beyond the classroom. This requires an analysis that stresses the salience of class but also works with an expansive notion of practice that calls for a politicised understanding of PCET. (Contains 5 notes.) (As Provided).
Anmerkungen	The Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton NN2 7AL United Kingdom. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10