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The paradox of professionalism in english further education: A TLC project perspective

Gleeson, Denis; James, David

Authors

Denis Gleeson

David James



Abstract

This paper examines the shifting nature of Further Education (FE) professionalism through the lenses of the Transforming Learning Cultures in FE (TLC) project. Despite over a decade of market and managerial reform professionalism in FE remains an elusive and paradoxical concept. With some notable exceptions there exists little official data or research evidence of who its practitioners are, their dispositions or how they define professionalism in the contested contexts of their work. In addressing this neglected issue, albeit in a brief fashion here, the paper engages with wider debate concerning the culturally oriented nature of FE practice, as it mediates contradictory policy agendas, at college level. The paper highlights some of the paradoxes involved in a public management discourse that seeks to modernize FE professionals whilst, at the same time, displaying little understanding of their current practice or contexts in which they work. Drawing on the narratives of experienced practitioners participating in the TLC project (2001-2005) the paper explores their perceptions and experiences of professionalism through cultures of learning that simultaneously enhance and restrict their professional room for manoeuvre.

Citation

Gleeson, D., & James, D. (2007). The paradox of professionalism in english further education: A TLC project perspective. Educational Review, 59(4), 451-467. https://doi.org/10.1080/00131910701619340

Journal Article Type Article
Publication Date Nov 1, 2007
Journal Educational Review
Print ISSN 0013-1911
Electronic ISSN 1465-3397
Publisher Taylor & Francis (Routledge)
Peer Reviewed Not Peer Reviewed
Volume 59
Issue 4
Pages 451-467
DOI https://doi.org/10.1080/00131910701619340
Keywords professionalism, English further education, Transforming Learning Cultures (TLC)
Public URL https://uwe-repository.worktribe.com/output/1023996
Publisher URL http://dx.doi.org/10.1080/00131910701619340


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