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Please use this identifier to cite or link to this item: http://bura.brunel.ac.uk/handle/2438/6610

Title: Working through change: An insider's analysis of FE teachers and tutors lived experience in a time of initiative overload
Authors: Taylor, Clare
Advisors: Leask, M
Green, A
Keywords: Teacher's attitudes
Behaviour & teaching
Stress & teaching
ITT for F.E
New labour policies
Publication Date: 2009
Publisher: Brunel University School of Sport and Education PhD Theses
Abstract: This is an investigation by a participant researcher into the ‘hidden world’ of Further Education (FE). I became interested in how the many innovations, which have occurred in the past twenty years have made FE staff feel and how this effected their work and how they coped with what often felt like the conflicting demands of constant change. This is longitudinal insider research with a political edge as it is an examination of one of New Labour’s major inclusion strategies, as it covers almost all of the twelve years they were in power. Over this period I have seen staff concerns change, as have their ‘folk devils,’ and as lecturers and support staff went through different ‘moral panics’ during a period of massive change and uncertainty in the post compulsory sector. The original grounded theory type emergent categories and my own personal ontology lead me to adopt the position of a ‘critical realist’ where I have also attempted to incorporate a Feminist stance with some insights from sociological theorists like Bourdieu. Through the Literature Review I looked at the wider social and political issues of ‘new managerialism ,’ ‘globalisation,’ ‘proletarianisation,’ ‘intensification of labour’, the ‘audit culture’ and the casualisation and ‘deprofessionalisation’ of academic staff. These and other issues had emerged as possible reasons for the way staff said they felt in my interviews with tutors and my long term participant observations in three colleges and the results from one local stress survey and one national questionnaire of college managers. My conclusions are that many staff who choose to stay in FE are to a degree alienated but not anomic, they still believe in their role despite the changes and take pride and pleasure in their work, especially their interaction with students. The work place and division of labour are gendered both vertically and horizontally. Staff and trainers are unsure of the effectiveness of the new training but recognise that they need more skills to deal with the newer student groups. The different cultural capital, ‘habitus’ and ‘fields’ work against a common professionalism developing and these are unlikely to disappear.
Description: This thesis was submitted for the degree of Doctor of Education and awarded by Brunel University.
URI: http://bura.brunel.ac.uk/handle/2438/6610
Appears in Collections:School of Sport and Education Research Papers
Education
School of Sport and Education Theses

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