Martin Dyke
Biographic Data
| ID | 5126823 |
|---|---|
| NAME | Martin Dyke |
| GIVEN NAMES | Martin |
| FAMILY NAME | Dyke |
| SIGNATURE | DYKE M |
| AFFILIATIONS | University of Southampton |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 31 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 4 |
International postgraduate students' labour mobility in the United Kingdom
This article models the migration flows of international students who have graduated from master's and doctoral programmes in UK universities. Previously, access to sufficient data from the Destination of Leavers from Higher Education (DLHE) data set on the destinations of higher education (HE) international students has been difficult, despite the fact that international student numbers have grown substantially. Two 1‐year extracts from the DLHE…
Paradoxes of a Long Life Learning
The paper explores the work of Peter Jarvis related to learning with particular reference to his definitions of learning and his models of the learning process. This exploration will consider different approaches to experiential learning and demonstrate the contribution Jarvis has made, noting how his writing on the subject has changed over time. The relationship between the individual and society is a key sociological question that has informed …
Reconceptualising learning as a form of relational reflexivity
The paper makes a connection between transmission modes and constructivism in sociology and education, respectively. There are parallels between Archer’s criticism of upward and downward conflation in social theory, and approaches to learning in education. In her 2012 book, Archer seeks to reconceptualise socialisation as relational reflexivity. This paper seeks to connect this idea to thinking about learning in relational terms and links the ana…
Approaches to reflexivity
This paper provides a critical appraisal of approaches to reflexivity in sociology. It uses data from social network research to argue that Archer’s approach to reflexivity provides a valuable lens with which to understand how people navigate their education and career pathways. The paper is also critical of Archer’s methodology and typology of reflexivity as ‘types’; it is argued that social network research suggests people reveal different appr…
An enabling framework for reflexive learning
The paper presents an enabling framework for experiential learning that connects with reflexive modernity. This framework places an emphasis on learning with others and on the role of theory, practice and reflection. A sociological argument is constructed for an alternative framework for experiential learning that derives from social theory. It is argued that reflection in learning connects with the concept of reflexivity in contemporary social t…
The influence of the school in the decision to participate in learning post‐16
The primary aim of this study, funded by the Department for Education and Skills, was to identify the nature and influence of school‐based factors in the choices of young people about their post‐16 education, training and career pathways. The study also contributes to the wider understanding of ‘choice’, and identifies implications for the development of careers education and guidance and decision‐making awareness amongst pupils and students in s…
The role of the ‘Other’ in reflection, knowledge formation and action in a late modernity
Reflection has long been an aspiration in education, from Aristotle’s Nicamachean Ethics, through Bacon’s (1605) Advancement of Learning and later articulated by John Dewey. Schön’s reflective practitioner underpins the ethos in the professional training of teachers in the UK. This paper reviews approaches to reflection in learning and argues that we require a model of learning sensitive to the complex interaction between theory, practice and ref…
Reflective learning as reflexive education in a risk society
This paper argues that the relationship between economy, education and training is characterised by ambivalence. This ambivalence creates a paradox whereby education is considered a threat to the prevailing economic power relationships, yet remains essential to their reproduction and development. It will be demonstrated that such ambivalence has been a continuous thread throughout the history of state education in the UK. However, the relative au…
The New Qualifications Framework
There has been widespread discussion that a new ‘settlement’ is emerging in post‐compulsory education, a political settlement that has progressive educationists, unions, business, the Labour Party, the New Right and Government sharing a similar vision of vocational education for the 21st century. It is argued that this policy consensus is consistent with the post‐Fordist analysis of economy and that such an analysis may ‘offer bonuses to radicals…
Approaches to reflexivity
This paper provides a critical appraisal of approaches to reflexivity in sociology. It uses data from social network research to argue that Archer’s approach to reflexivity provides a valuable lens with which to understand how people navigate their education and career pathways. The paper is also critical of Archer’s methodology and typology of reflexivity as ‘types’; it is argued that social network research suggests people reveal different appr…
Reconceptualising learning as a form of relational reflexivity
The paper makes a connection between transmission modes and constructivism in sociology and education, respectively. There are parallels between Archer’s criticism of upward and downward conflation in social theory, and approaches to learning in education. In her 2012 book, Archer seeks to reconceptualise socialisation as relational reflexivity. This paper seeks to connect this idea to thinking about learning in relational terms and links the ana…
The influence of the school in the decision to participate in learning post‐16
The primary aim of this study, funded by the Department for Education and Skills, was to identify the nature and influence of school‐based factors in the choices of young people about their post‐16 education, training and career pathways. The study also contributes to the wider understanding of ‘choice’, and identifies implications for the development of careers education and guidance and decision‐making awareness amongst pupils and students in s…
The role of the ‘Other’ in reflection, knowledge formation and action in a late modernity
Reflection has long been an aspiration in education, from Aristotle’s Nicamachean Ethics, through Bacon’s (1605) Advancement of Learning and later articulated by John Dewey. Schön’s reflective practitioner underpins the ethos in the professional training of teachers in the UK. This paper reviews approaches to reflection in learning and argues that we require a model of learning sensitive to the complex interaction between theory, practice and ref…
Paradoxes of a Long Life Learning
The paper explores the work of Peter Jarvis related to learning with particular reference to his definitions of learning and his models of the learning process. This exploration will consider different approaches to experiential learning and demonstrate the contribution Jarvis has made, noting how his writing on the subject has changed over time. The relationship between the individual and society is a key sociological question that has informed …
An enabling framework for reflexive learning
The paper presents an enabling framework for experiential learning that connects with reflexive modernity. This framework places an emphasis on learning with others and on the role of theory, practice and reflection. A sociological argument is constructed for an alternative framework for experiential learning that derives from social theory. It is argued that reflection in learning connects with the concept of reflexivity in contemporary social t…
Reflective learning as reflexive education in a risk society
This paper argues that the relationship between economy, education and training is characterised by ambivalence. This ambivalence creates a paradox whereby education is considered a threat to the prevailing economic power relationships, yet remains essential to their reproduction and development. It will be demonstrated that such ambivalence has been a continuous thread throughout the history of state education in the UK. However, the relative au…
International postgraduate students' labour mobility in the United Kingdom
This article models the migration flows of international students who have graduated from master's and doctoral programmes in UK universities. Previously, access to sufficient data from the Destination of Leavers from Higher Education (DLHE) data set on the destinations of higher education (HE) international students has been difficult, despite the fact that international student numbers have grown substantially. Two 1‐year extracts from the DLHE…
The New Qualifications Framework
There has been widespread discussion that a new ‘settlement’ is emerging in post‐compulsory education, a political settlement that has progressive educationists, unions, business, the Labour Party, the New Right and Government sharing a similar vision of vocational education for the 21st century. It is argued that this policy consensus is consistent with the post‐Fordist analysis of economy and that such an analysis may ‘offer bonuses to radicals…
The New Qualifications Framework
There has been widespread discussion that a new ‘settlement’ is emerging in post‐compulsory education, a political settlement that has progressive educationists, unions, business, the Labour Party, the New Right and Government sharing a similar vision of vocational education for the 21st century. It is argued that this policy consensus is consistent with the post‐Fordist analysis of economy and that such an analysis may ‘offer bonuses to radicals…
Reflective learning as reflexive education in a risk society
This paper argues that the relationship between economy, education and training is characterised by ambivalence. This ambivalence creates a paradox whereby education is considered a threat to the prevailing economic power relationships, yet remains essential to their reproduction and development. It will be demonstrated that such ambivalence has been a continuous thread throughout the history of state education in the UK. However, the relative au…
The role of the ‘Other’ in reflection, knowledge formation and action in a late modernity
Reflection has long been an aspiration in education, from Aristotle’s Nicamachean Ethics, through Bacon’s (1605) Advancement of Learning and later articulated by John Dewey. Schön’s reflective practitioner underpins the ethos in the professional training of teachers in the UK. This paper reviews approaches to reflection in learning and argues that we require a model of learning sensitive to the complex interaction between theory, practice and ref…
The influence of the school in the decision to participate in learning post‐16
The primary aim of this study, funded by the Department for Education and Skills, was to identify the nature and influence of school‐based factors in the choices of young people about their post‐16 education, training and career pathways. The study also contributes to the wider understanding of ‘choice’, and identifies implications for the development of careers education and guidance and decision‐making awareness amongst pupils and students in s…
An enabling framework for reflexive learning
The paper presents an enabling framework for experiential learning that connects with reflexive modernity. This framework places an emphasis on learning with others and on the role of theory, practice and reflection. A sociological argument is constructed for an alternative framework for experiential learning that derives from social theory. It is argued that reflection in learning connects with the concept of reflexivity in contemporary social t…
Approaches to reflexivity
This paper provides a critical appraisal of approaches to reflexivity in sociology. It uses data from social network research to argue that Archer’s approach to reflexivity provides a valuable lens with which to understand how people navigate their education and career pathways. The paper is also critical of Archer’s methodology and typology of reflexivity as ‘types’; it is argued that social network research suggests people reveal different appr…
Reconceptualising learning as a form of relational reflexivity
The paper makes a connection between transmission modes and constructivism in sociology and education, respectively. There are parallels between Archer’s criticism of upward and downward conflation in social theory, and approaches to learning in education. In her 2012 book, Archer seeks to reconceptualise socialisation as relational reflexivity. This paper seeks to connect this idea to thinking about learning in relational terms and links the ana…
Paradoxes of a Long Life Learning
The paper explores the work of Peter Jarvis related to learning with particular reference to his definitions of learning and his models of the learning process. This exploration will consider different approaches to experiential learning and demonstrate the contribution Jarvis has made, noting how his writing on the subject has changed over time. The relationship between the individual and society is a key sociological question that has informed …
International postgraduate students' labour mobility in the United Kingdom
This article models the migration flows of international students who have graduated from master's and doctoral programmes in UK universities. Previously, access to sufficient data from the Destination of Leavers from Higher Education (DLHE) data set on the destinations of higher education (HE) international students has been difficult, despite the fact that international student numbers have grown substantially. Two 1‐year extracts from the DLHE…
Sociology (9 works) · Pedagogy (7 works) · Social science (7 works) · Epistemology (5 works) · Innovative Education and Learning Practices (5 works) · Psychology (5 works) · Reflexivity (5 works) · Adult and Continuing Education Topics (4 works) · Economics (3 works) · Experiential learning (3 works)