Jacky Brine
Biographic Data
| ID | 6154635 |
|---|---|
| NAME | Jacky Brine |
| GIVEN NAMES | Jacky |
| FAMILY NAME | Brine |
| SIGNATURE | BRINE J |
| AFFILIATIONS | University of the West of England |
| VERIFIED | No |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 97 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 6 |
Education and social integration
by Susanne Wiborg, New York, Palgrave Macmillan, 2009, 256 pp., £57.00 (hardback), ISBN 978‐1‐4039‐8371‐8 Education and Social Integration, part of the Secondary Education in a Changing World serie
Extended Review
The everyday classificatory practices of selective schooling
The fifty‐year retrospective has led to recent media interest in the comprehensive school. Bristol, located in the south‐west of England, is frequently portrayed as an early provider. This article draws on documentary evidence and life‐history interviews with ex‐pupils to explore this claim. It finds that they were not comprehensive schools, but selective bilaterals that, despite including grammar and secondary modern streams within the same phys…
Tales of the 50‐somethings
Through a discourse of diversity, specialism, equality and choice, selective schooling is again on the UK education agenda. A previous selection policy operated between 1944 and 1964. The argument that some children are more suited to a vocational education and others to an academic one is evident now and then. This paper focuses on the life‐histories of four ‘50‐something’ women sent to ‘bilateral’ schools in Bristol, England. With children from…
Gender, class and ‘race’ in lifelong learning
Lifelong learning and the knowledge economy
This article is based on a textual analysis of European Commission documents that, from 1993 to 2006, construct the discourses of lifelong learning and the knowledge economy. Exploring an apparent conceptual laxity, it finds absolute consistency in the construction of two categories of learner: the high knowledge‐skilled learner (graduate/postgraduate) for the knowledge economy , and the low knowledge‐skilled learner located in (or beyond) the kn…
Working‐class women on an Access course
Framed by discourses of lifelong learning and widening participation, further education Access to University courses attract mature students from a range of social backgrounds. This paper focuses on eight women students who, to varying degrees, share educational and occupational histories and aspirations. We explore their experiences of the Access programme by referring to developing learner and class identities and related femininities. This tra…
Further Education Participation, European Expansion and European Erasure
From within the context of the planned expansion of the European Union (EU) to include the 12 applicant states from central and eastern Europe and the predicted reduction of the European financial support given to the UK, the article draws on empirical data to explore the impact of the European Social Fund (ESF) on the further education sector and the process of widening participation. Despite the significance of the ESF in implementing vocationa…
Education, social exclusion and the supranational state
This paper explores the relationship between education, social exclusion and globalization, especially as it is found in the policies of the emergent supranational ‘state’ or sub-global bloc. The paper leads to an analysis of the discourse of social exclusion, and focuses on the part that education and training (ET) policies play in the individualization, pathologization and criminalization of socially excluded people. Following an initial sketch…
Economic growth, social exclusion and the European discourse of equality
Based on an understanding of the discursive construction of the European Union and the recognition of the many conflicting and collaborative interests of those involved in it, this paper explores the European Commission's discourse of gendered equality in relation to economic growth and social exclusion, and considers its effect on education and training policy. The involvement of the Commission's Equal Opportunities Unit is of particular interes…
The European Union's discourse of ‘equality’ and its education and training policy within the post‐compulsory sector
This paper provides a critical overview of the development of European education and training policy and its relationship to the discourse of ‘equality’. This development reflects significant shifts within the European Union's discourse of economic growth and peaceful unity‐‐that is, the economic and social concerns of the European Commission. Interwoven into both these discourses is the European discourse of ‘equality’. In the first section of t…
European education and training policy for under-educated unemployed people
This article draws exclusively on European Commission and Member State education and training policy, framed by social and economic policy, to consider their implication for under-educated, long-term unemployed people. The article argues that the late 20th century economic and demographic changes frame both compulsory and post-compulsory education and training policies. The policies recognise these global factors, and repeatedly use the concept o…
Over the Ditch and through the Thorns
In 1995 the European Commission invited the educational research community to present proposals to its Targeted Socio‐Economic Research programme. Across Europe faxes, phones and the internet were busy as partnerships were formed, research ideas were translated into bulky proposals and numerous researchers got ready to cross the ditch into European collaborative research. In this article I try to scramble through the thorns at the top of the ditc…
Educational and Vocational Policy and Construction of the European Union
This paper explores the ways in which European education and training policies are used in the construction of the European Union. Two central dynamics of tension are identified which are then explored within the education and training related discourses of the European Commission and the Member State governments. The first is the European Union‐Member State dynamic, the second is the economic‐social dynamic. From within this focus on educational…
Equal Opportunities and the European Social Fund
This paper explores the implications of the discourse of equal opportunities upon the training policies of the European Social Fund (ESF). Drawing on research findings, the paper focuses on the structures and processes by which the discourse of equal opportunities specifically influences the ESF's Objective 3 vocational training policies for unemployed women. The gender exclusivity of the discourse and lack of class or race analysis leads to the …
A Women's Training Centre Considered as a ‘Site of Localised Power’
(1994). A Women's Training Centre Considered as a ‘Site of Localised Power’: Thoughts on Foucault. Studies in the Education of Adults: Vol. 26, No. 2, pp. 201-218
The European Social Fund and the Vocational Training of Unemployed Women
This article looks at the influence of the European Social Fund upon the vocational training of unemployed women. It concentrates on one member State, the United Kingdom. This highlights the way in which applications for one type of training are prioritised over and above certain other types. The two aspects of this are examined: first, the training given—traditional male manual skills; and secondly, the training which is not given: (a) training …
Lifelong learning and the knowledge economy
This article is based on a textual analysis of European Commission documents that, from 1993 to 2006, construct the discourses of lifelong learning and the knowledge economy. Exploring an apparent conceptual laxity, it finds absolute consistency in the construction of two categories of learner: the high knowledge‐skilled learner (graduate/postgraduate) for the knowledge economy , and the low knowledge‐skilled learner located in (or beyond) the kn…
Working‐class women on an Access course
Framed by discourses of lifelong learning and widening participation, further education Access to University courses attract mature students from a range of social backgrounds. This paper focuses on eight women students who, to varying degrees, share educational and occupational histories and aspirations. We explore their experiences of the Access programme by referring to developing learner and class identities and related femininities. This tra…
Educational and Vocational Policy and Construction of the European Union
This paper explores the ways in which European education and training policies are used in the construction of the European Union. Two central dynamics of tension are identified which are then explored within the education and training related discourses of the European Commission and the Member State governments. The first is the European Union‐Member State dynamic, the second is the economic‐social dynamic. From within this focus on educational…
The European Social Fund and the Vocational Training of Unemployed Women
This article looks at the influence of the European Social Fund upon the vocational training of unemployed women. It concentrates on one member State, the United Kingdom. This highlights the way in which applications for one type of training are prioritised over and above certain other types. The two aspects of this are examined: first, the training given—traditional male manual skills; and secondly, the training which is not given: (a) training …
Equal Opportunities and the European Social Fund
This paper explores the implications of the discourse of equal opportunities upon the training policies of the European Social Fund (ESF). Drawing on research findings, the paper focuses on the structures and processes by which the discourse of equal opportunities specifically influences the ESF's Objective 3 vocational training policies for unemployed women. The gender exclusivity of the discourse and lack of class or race analysis leads to the …
Tales of the 50‐somethings
Through a discourse of diversity, specialism, equality and choice, selective schooling is again on the UK education agenda. A previous selection policy operated between 1944 and 1964. The argument that some children are more suited to a vocational education and others to an academic one is evident now and then. This paper focuses on the life‐histories of four ‘50‐something’ women sent to ‘bilateral’ schools in Bristol, England. With children from…
The European Union's discourse of ‘equality’ and its education and training policy within the post‐compulsory sector
This paper provides a critical overview of the development of European education and training policy and its relationship to the discourse of ‘equality’. This development reflects significant shifts within the European Union's discourse of economic growth and peaceful unity‐‐that is, the economic and social concerns of the European Commission. Interwoven into both these discourses is the European discourse of ‘equality’. In the first section of t…
European education and training policy for under-educated unemployed people
This article draws exclusively on European Commission and Member State education and training policy, framed by social and economic policy, to consider their implication for under-educated, long-term unemployed people. The article argues that the late 20th century economic and demographic changes frame both compulsory and post-compulsory education and training policies. The policies recognise these global factors, and repeatedly use the concept o…
Economic growth, social exclusion and the European discourse of equality
Based on an understanding of the discursive construction of the European Union and the recognition of the many conflicting and collaborative interests of those involved in it, this paper explores the European Commission's discourse of gendered equality in relation to economic growth and social exclusion, and considers its effect on education and training policy. The involvement of the Commission's Equal Opportunities Unit is of particular interes…
Further Education Participation, European Expansion and European Erasure
From within the context of the planned expansion of the European Union (EU) to include the 12 applicant states from central and eastern Europe and the predicted reduction of the European financial support given to the UK, the article draws on empirical data to explore the impact of the European Social Fund (ESF) on the further education sector and the process of widening participation. Despite the significance of the ESF in implementing vocationa…
Education and social integration
by Susanne Wiborg, New York, Palgrave Macmillan, 2009, 256 pp., £57.00 (hardback), ISBN 978‐1‐4039‐8371‐8 Education and Social Integration, part of the Secondary Education in a Changing World serie
The everyday classificatory practices of selective schooling
The fifty‐year retrospective has led to recent media interest in the comprehensive school. Bristol, located in the south‐west of England, is frequently portrayed as an early provider. This article draws on documentary evidence and life‐history interviews with ex‐pupils to explore this claim. It finds that they were not comprehensive schools, but selective bilaterals that, despite including grammar and secondary modern streams within the same phys…
Gender, class and ‘race’ in lifelong learning
Over the Ditch and through the Thorns
In 1995 the European Commission invited the educational research community to present proposals to its Targeted Socio‐Economic Research programme. Across Europe faxes, phones and the internet were busy as partnerships were formed, research ideas were translated into bulky proposals and numerous researchers got ready to cross the ditch into European collaborative research. In this article I try to scramble through the thorns at the top of the ditc…
A Women's Training Centre Considered as a ‘Site of Localised Power’
(1994). A Women's Training Centre Considered as a ‘Site of Localised Power’: Thoughts on Foucault. Studies in the Education of Adults: Vol. 26, No. 2, pp. 201-218
The European Social Fund and the Vocational Training of Unemployed Women
This article looks at the influence of the European Social Fund upon the vocational training of unemployed women. It concentrates on one member State, the United Kingdom. This highlights the way in which applications for one type of training are prioritised over and above certain other types. The two aspects of this are examined: first, the training given—traditional male manual skills; and secondly, the training which is not given: (a) training …
A Women's Training Centre Considered as a ‘Site of Localised Power’
(1994). A Women's Training Centre Considered as a ‘Site of Localised Power’: Thoughts on Foucault. Studies in the Education of Adults: Vol. 26, No. 2, pp. 201-218
Educational and Vocational Policy and Construction of the European Union
This paper explores the ways in which European education and training policies are used in the construction of the European Union. Two central dynamics of tension are identified which are then explored within the education and training related discourses of the European Commission and the Member State governments. The first is the European Union‐Member State dynamic, the second is the economic‐social dynamic. From within this focus on educational…
Equal Opportunities and the European Social Fund
This paper explores the implications of the discourse of equal opportunities upon the training policies of the European Social Fund (ESF). Drawing on research findings, the paper focuses on the structures and processes by which the discourse of equal opportunities specifically influences the ESF's Objective 3 vocational training policies for unemployed women. The gender exclusivity of the discourse and lack of class or race analysis leads to the …
European education and training policy for under-educated unemployed people
This article draws exclusively on European Commission and Member State education and training policy, framed by social and economic policy, to consider their implication for under-educated, long-term unemployed people. The article argues that the late 20th century economic and demographic changes frame both compulsory and post-compulsory education and training policies. The policies recognise these global factors, and repeatedly use the concept o…
Over the Ditch and through the Thorns
In 1995 the European Commission invited the educational research community to present proposals to its Targeted Socio‐Economic Research programme. Across Europe faxes, phones and the internet were busy as partnerships were formed, research ideas were translated into bulky proposals and numerous researchers got ready to cross the ditch into European collaborative research. In this article I try to scramble through the thorns at the top of the ditc…
The European Union's discourse of ‘equality’ and its education and training policy within the post‐compulsory sector
This paper provides a critical overview of the development of European education and training policy and its relationship to the discourse of ‘equality’. This development reflects significant shifts within the European Union's discourse of economic growth and peaceful unity‐‐that is, the economic and social concerns of the European Commission. Interwoven into both these discourses is the European discourse of ‘equality’. In the first section of t…
Economic growth, social exclusion and the European discourse of equality
Based on an understanding of the discursive construction of the European Union and the recognition of the many conflicting and collaborative interests of those involved in it, this paper explores the European Commission's discourse of gendered equality in relation to economic growth and social exclusion, and considers its effect on education and training policy. The involvement of the Commission's Equal Opportunities Unit is of particular interes…
Education, social exclusion and the supranational state
This paper explores the relationship between education, social exclusion and globalization, especially as it is found in the policies of the emergent supranational ‘state’ or sub-global bloc. The paper leads to an analysis of the discourse of social exclusion, and focuses on the part that education and training (ET) policies play in the individualization, pathologization and criminalization of socially excluded people. Following an initial sketch…
Further Education Participation, European Expansion and European Erasure
From within the context of the planned expansion of the European Union (EU) to include the 12 applicant states from central and eastern Europe and the predicted reduction of the European financial support given to the UK, the article draws on empirical data to explore the impact of the European Social Fund (ESF) on the further education sector and the process of widening participation. Despite the significance of the ESF in implementing vocationa…
Working‐class women on an Access course
Framed by discourses of lifelong learning and widening participation, further education Access to University courses attract mature students from a range of social backgrounds. This paper focuses on eight women students who, to varying degrees, share educational and occupational histories and aspirations. We explore their experiences of the Access programme by referring to developing learner and class identities and related femininities. This tra…
The everyday classificatory practices of selective schooling
The fifty‐year retrospective has led to recent media interest in the comprehensive school. Bristol, located in the south‐west of England, is frequently portrayed as an early provider. This article draws on documentary evidence and life‐history interviews with ex‐pupils to explore this claim. It finds that they were not comprehensive schools, but selective bilaterals that, despite including grammar and secondary modern streams within the same phys…
Tales of the 50‐somethings
Through a discourse of diversity, specialism, equality and choice, selective schooling is again on the UK education agenda. A previous selection policy operated between 1944 and 1964. The argument that some children are more suited to a vocational education and others to an academic one is evident now and then. This paper focuses on the life‐histories of four ‘50‐something’ women sent to ‘bilateral’ schools in Bristol, England. With children from…
Gender, class and ‘race’ in lifelong learning
Lifelong learning and the knowledge economy
This article is based on a textual analysis of European Commission documents that, from 1993 to 2006, construct the discourses of lifelong learning and the knowledge economy. Exploring an apparent conceptual laxity, it finds absolute consistency in the construction of two categories of learner: the high knowledge‐skilled learner (graduate/postgraduate) for the knowledge economy , and the low knowledge‐skilled learner located in (or beyond) the kn…
Extended Review
Education and social integration
by Susanne Wiborg, New York, Palgrave Macmillan, 2009, 256 pp., £57.00 (hardback), ISBN 978‐1‐4039‐8371‐8 Education and Social Integration, part of the Secondary Education in a Changing World serie
Sociology (17 works) · Political science (12 works) · Pedagogy (11 works) · Economics (8 works) · Gender Studies (8 works) · Global Educational Policies and Reforms (8 works) · Law (8 works) · Gender Studies (7 works) · Law (6 works) · Social Policy and Reform Studies (6 works)