Building Colleges for the Future: Pedagogical and Ideological Spaces

Autor/in	Smith, Rob
Titel	Building Colleges for the Future: Pedagogical and Ideological Spaces
Quelle	In: Journal of Education Policy, 32 (2017) 6, S.855-870 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2017.1310301
Schlagwörter	Continuing Education; Colleges; Neoliberalism; Educational Change; Teaching Methods; Educational Policy; Educational Attitudes; Life Style; Nontraditional Education; Foreign Countries; School Buildings; Architecture; Teacher Attitudes; Student Teachers; Student Teacher Attitudes; Information Technology; Policy Analysis; Semi Structured Interviews; United Kingdom (England) + Suchen Sie Ihr Suchwort? Weiterbildung; College; Hochschule; Fachhochschule; Neo-liberalism; Neoliberalismus; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Lebensstil; Non-traditional education; Alternative Erziehung; Ausland; School building; Schulgebäude; Architektur; Lehrerverhalten; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Informationstechnologie; Politikfeldanalyse
Abstract	This article focuses on the "Building Colleges for the Future" (BCF) initiative (2008) which saw a wave of new-build Further Education (FE) colleges spring up across England in the final years of the New Labour government. It draws on qualitative data from a research study focusing on four new-build colleges in the West Midlands of England to theorise the BCF initiative. Using theory derived primarily from Lefebvre, the paper contextualises BCF within a frame of neoliberalisation and discusses the impact of the "production of space" represented by the initiative with a research focus on two areas: pedagogy and ideology. The main findings are that these new-build colleges can be interpreted as spatial expressions of policy-makers and others' perceptions of teaching and learning; in ideological terms, they also trumpet a "new lifestyle" and a "new art of living" for FE staff and students that is however, in tension with residual pedagogical practices and values. The article concludes that despite being an expression of neoliberal abstract space, these new-builds can still be seen as providing a frame for alternative individual and collective encounters with education which may subvert and outlast the processes of neoliberalisation that they appear to embody. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01