Chris Beighton
Dados Biográficos
| ID | 766571 |
|---|---|
| NOME | Chris Beighton |
| PRENOMES | Chris |
| SOBRENOME | Beighton |
| ASSINATURA | BEIGHTON C |
| AFILIAÇÕES | Canterbury Christ Church University |
| ORCID | 0000-0003-3265-3105 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAÇÕES | 48 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2010 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
‘The space that claws and gnaws at us’
This paper explores the spatial dimensions of classroom observations as tools of educational governance. Focusing on interview data from teachers and education inspection policy in the English Further Education sector, we use Foucault’s concept of heterotopia to critically discuss the fundamental challenges of current quality assurance practices. We specifically identify three functions of heterotopia (what Foucault refers to as their ‘illusory’,…
Post-graduate pedagogy in neuroliberal times
Neurofarming HE
Triangulating the lifelong learner
Regulating truths, indeterminate practice and ways of being
This paper critically examines the professional frameworks for teaching and supporting learning in UK higher education. Applying the concept of biopolitics from Michel Foucault's work, we discuss the Professional Standards Framework [Advance HE. (2023a). Professional Standards Framework (PSF 2023), accessed 11.2.24 at https://www.advance-he.ac.uk/teaching-and-learning/psf] and Education Inspection Framework [Ofsted. (2019). Inspecting the curricu…
Dis/placing teacher identity
Xenolexia's positivity
This paper develops the pedagogical implications of xenolexia, a concept introduced as a phenomenon in the learning and teaching of academic writing (Beighton, C. 2020. “Beyond Alienation: Spatial Implications of Teaching and Learning Academic Writing.” Teaching in Higher Education 25 (2): 205–222.). Complementing this theoretical base, this paper examines xenolexia's positivity and its ability to both analyse and propose specific academic writin…
Three policy problems
This paper critiques recent developments in educational discourse through an analysis of two UK Government White Papers and three specific problems. We argue that the latter herald forms of ‘biocreep’. Echoing the analysis of such phenomena in the work of Michel Foucault, this gradual extension of ‘biopolitics’ into the field of education is a tendency which has accelerated with the Coronavirus pandemic and raises many questions for policy analys…
The calculated management of life and all that jazz
This paper examines emerging discourses and practices of quality assurance in English Further Education (FE), a sector currently undergoing significant change. Using a broadly ethnographic approach and Foucauldian theories of power, we discuss how ‘documentisation’ contributes to governance techniques in a specific institutional context. Documentisation, the transformation of concrete practice into discourse, reverses a common-sense view of the r…
Biopolitics and lifelong learning
This paper argues that a shift in discourse about the nature and purpose of Further Education is under way in England. A recent White Paper, ‘Skills for jobs: lifelong learning for opportunity and growth’, issued by the UK government, is couched in terms which suggest that a prior reliance on the ideology of neoliberalism is now moving towards the objectives and instruments of what Michel Foucault termed biopolitics or the exploitation of life it…
Implementing the 'Prevent Duty' in England
This paper examines the implementation of the Prevent Duty to actively promote fundamental British values in English Further Education (FE). After critically reviewing the history of Prevent and the 2015 Duty to identify evidence of radicalisation in FE, data from interviews of strategic decision-makers in two distinct cases is analysed. The identification, interpretation and recirculation of verbal, graphic and behavioural signs of radicalisatio…
Closed circuit? Flow, influence and the liquid management of learning and skills
A new discourse is being deployed by the English learning and skills sector's new professional body, the Education and Training Foundation (ETF). This discourse repositions learning within a specific vision of corporate expectations. With a focus on deregulation in the sector and employer engagement, this repositioning deploys the terminology and mindset of a particular type of industrial process. This repositioning involves an important change, …
Groundhog day? Nietzsche, Deleuze and the eternal return of prosumption in lifelong learning
This conceptual article examines George Ritzer’s concept of prosumption in the context of lifelong learning in the United Kingdom. Ritzer’s references to prosumption as a form of eternal return of a ‘primal act’, which draw on the work of Friedrich Nietzsche and Gilles Deleuze, introduce some ambiguity into the concept. This ambiguity echoes a certain polarization in the debate about co-creation, especially regarding the nature of consumer partic…
Payback time? Discourses of lack, debt and the moral regulation of teacher education
This paper analyses recent policy and discourse in the UK lifelong learning sector to identify a tension in discourse which positions teacher educators as essential to the knowledge economy while simultaneously insisting on the deficits they represent. Drawing on critical analyses from Friedrich Nietzsche, Maurizio Lazzarato and Gilles Deleuze, I challenge altruistic views of professional motivation and situate individual professionalism under a …
Expansive learning in Firearms training
This paper examines the developing relationship between Higher Education (HE) practices and professional training for UK Firearms Officers. We examine the potential for effective partnership in this setting, focusing on the affordances of theories of expansive learning. Their impact is explored through interviews of officers from three UK forces, focusing on the relations between academic and more professionally oriented learning. These inform a …
Deleuze and Lifelong Learning
This book examines Gilles Deleuze's ideas about creativity in the context of lifelong learning, offering an original take on this important contemporary topic using cinematic parallels. Discussing Del
Assessing the mess
This article examines the Deleuzian concept of ‘assemblage’ in educational research in the context of Teacher Education (TE) for the ‘continuing education’ or ‘Lifelong Learning’ sector. Drawing on Deleuze’s creative approach to analysis, it draws a portrait of practice which identifies problems and successes in specific cases of TE with wider applicability. I argue that the concept of assemblage recognises developmental practices in distinctive …
Joe Hughes (2008) Deleuze and the Genesis of Representation , New York
Book review of Joe Hughes (2008) Deleuze and the Genesis of Representation, New York: Continuum
Biopolitics and lifelong learning
This paper argues that a shift in discourse about the nature and purpose of Further Education is under way in England. A recent White Paper, ‘Skills for jobs: lifelong learning for opportunity and growth’, issued by the UK government, is couched in terms which suggest that a prior reliance on the ideology of neoliberalism is now moving towards the objectives and instruments of what Michel Foucault termed biopolitics or the exploitation of life it…
The calculated management of life and all that jazz
This paper examines emerging discourses and practices of quality assurance in English Further Education (FE), a sector currently undergoing significant change. Using a broadly ethnographic approach and Foucauldian theories of power, we discuss how ‘documentisation’ contributes to governance techniques in a specific institutional context. Documentisation, the transformation of concrete practice into discourse, reverses a common-sense view of the r…
Payback time? Discourses of lack, debt and the moral regulation of teacher education
This paper analyses recent policy and discourse in the UK lifelong learning sector to identify a tension in discourse which positions teacher educators as essential to the knowledge economy while simultaneously insisting on the deficits they represent. Drawing on critical analyses from Friedrich Nietzsche, Maurizio Lazzarato and Gilles Deleuze, I challenge altruistic views of professional motivation and situate individual professionalism under a …
Assessing the mess
This article examines the Deleuzian concept of ‘assemblage’ in educational research in the context of Teacher Education (TE) for the ‘continuing education’ or ‘Lifelong Learning’ sector. Drawing on Deleuze’s creative approach to analysis, it draws a portrait of practice which identifies problems and successes in specific cases of TE with wider applicability. I argue that the concept of assemblage recognises developmental practices in distinctive …
Implementing the 'Prevent Duty' in England
This paper examines the implementation of the Prevent Duty to actively promote fundamental British values in English Further Education (FE). After critically reviewing the history of Prevent and the 2015 Duty to identify evidence of radicalisation in FE, data from interviews of strategic decision-makers in two distinct cases is analysed. The identification, interpretation and recirculation of verbal, graphic and behavioural signs of radicalisatio…
Closed circuit? Flow, influence and the liquid management of learning and skills
A new discourse is being deployed by the English learning and skills sector's new professional body, the Education and Training Foundation (ETF). This discourse repositions learning within a specific vision of corporate expectations. With a focus on deregulation in the sector and employer engagement, this repositioning deploys the terminology and mindset of a particular type of industrial process. This repositioning involves an important change, …
Groundhog day? Nietzsche, Deleuze and the eternal return of prosumption in lifelong learning
This conceptual article examines George Ritzer’s concept of prosumption in the context of lifelong learning in the United Kingdom. Ritzer’s references to prosumption as a form of eternal return of a ‘primal act’, which draw on the work of Friedrich Nietzsche and Gilles Deleuze, introduce some ambiguity into the concept. This ambiguity echoes a certain polarization in the debate about co-creation, especially regarding the nature of consumer partic…
Three policy problems
This paper critiques recent developments in educational discourse through an analysis of two UK Government White Papers and three specific problems. We argue that the latter herald forms of ‘biocreep’. Echoing the analysis of such phenomena in the work of Michel Foucault, this gradual extension of ‘biopolitics’ into the field of education is a tendency which has accelerated with the Coronavirus pandemic and raises many questions for policy analys…
Regulating truths, indeterminate practice and ways of being
This paper critically examines the professional frameworks for teaching and supporting learning in UK higher education. Applying the concept of biopolitics from Michel Foucault's work, we discuss the Professional Standards Framework [Advance HE. (2023a). Professional Standards Framework (PSF 2023), accessed 11.2.24 at https://www.advance-he.ac.uk/teaching-and-learning/psf] and Education Inspection Framework [Ofsted. (2019). Inspecting the curricu…
Dis/placing teacher identity
Joe Hughes (2008) Deleuze and the Genesis of Representation , New York
Book review of Joe Hughes (2008) Deleuze and the Genesis of Representation, New York: Continuum
Assessing the mess
This article examines the Deleuzian concept of ‘assemblage’ in educational research in the context of Teacher Education (TE) for the ‘continuing education’ or ‘Lifelong Learning’ sector. Drawing on Deleuze’s creative approach to analysis, it draws a portrait of practice which identifies problems and successes in specific cases of TE with wider applicability. I argue that the concept of assemblage recognises developmental practices in distinctive …
Expansive learning in Firearms training
This paper examines the developing relationship between Higher Education (HE) practices and professional training for UK Firearms Officers. We examine the potential for effective partnership in this setting, focusing on the affordances of theories of expansive learning. Their impact is explored through interviews of officers from three UK forces, focusing on the relations between academic and more professionally oriented learning. These inform a …
Deleuze and Lifelong Learning
This book examines Gilles Deleuze's ideas about creativity in the context of lifelong learning, offering an original take on this important contemporary topic using cinematic parallels. Discussing Del
Groundhog day? Nietzsche, Deleuze and the eternal return of prosumption in lifelong learning
This conceptual article examines George Ritzer’s concept of prosumption in the context of lifelong learning in the United Kingdom. Ritzer’s references to prosumption as a form of eternal return of a ‘primal act’, which draw on the work of Friedrich Nietzsche and Gilles Deleuze, introduce some ambiguity into the concept. This ambiguity echoes a certain polarization in the debate about co-creation, especially regarding the nature of consumer partic…
Payback time? Discourses of lack, debt and the moral regulation of teacher education
This paper analyses recent policy and discourse in the UK lifelong learning sector to identify a tension in discourse which positions teacher educators as essential to the knowledge economy while simultaneously insisting on the deficits they represent. Drawing on critical analyses from Friedrich Nietzsche, Maurizio Lazzarato and Gilles Deleuze, I challenge altruistic views of professional motivation and situate individual professionalism under a …
Closed circuit? Flow, influence and the liquid management of learning and skills
A new discourse is being deployed by the English learning and skills sector's new professional body, the Education and Training Foundation (ETF). This discourse repositions learning within a specific vision of corporate expectations. With a focus on deregulation in the sector and employer engagement, this repositioning deploys the terminology and mindset of a particular type of industrial process. This repositioning involves an important change, …
Implementing the 'Prevent Duty' in England
This paper examines the implementation of the Prevent Duty to actively promote fundamental British values in English Further Education (FE). After critically reviewing the history of Prevent and the 2015 Duty to identify evidence of radicalisation in FE, data from interviews of strategic decision-makers in two distinct cases is analysed. The identification, interpretation and recirculation of verbal, graphic and behavioural signs of radicalisatio…
Biopolitics and lifelong learning
This paper argues that a shift in discourse about the nature and purpose of Further Education is under way in England. A recent White Paper, ‘Skills for jobs: lifelong learning for opportunity and growth’, issued by the UK government, is couched in terms which suggest that a prior reliance on the ideology of neoliberalism is now moving towards the objectives and instruments of what Michel Foucault termed biopolitics or the exploitation of life it…
Xenolexia's positivity
This paper develops the pedagogical implications of xenolexia, a concept introduced as a phenomenon in the learning and teaching of academic writing (Beighton, C. 2020. “Beyond Alienation: Spatial Implications of Teaching and Learning Academic Writing.” Teaching in Higher Education 25 (2): 205–222.). Complementing this theoretical base, this paper examines xenolexia's positivity and its ability to both analyse and propose specific academic writin…
Three policy problems
This paper critiques recent developments in educational discourse through an analysis of two UK Government White Papers and three specific problems. We argue that the latter herald forms of ‘biocreep’. Echoing the analysis of such phenomena in the work of Michel Foucault, this gradual extension of ‘biopolitics’ into the field of education is a tendency which has accelerated with the Coronavirus pandemic and raises many questions for policy analys…
The calculated management of life and all that jazz
This paper examines emerging discourses and practices of quality assurance in English Further Education (FE), a sector currently undergoing significant change. Using a broadly ethnographic approach and Foucauldian theories of power, we discuss how ‘documentisation’ contributes to governance techniques in a specific institutional context. Documentisation, the transformation of concrete practice into discourse, reverses a common-sense view of the r…
Dis/placing teacher identity
Regulating truths, indeterminate practice and ways of being
This paper critically examines the professional frameworks for teaching and supporting learning in UK higher education. Applying the concept of biopolitics from Michel Foucault's work, we discuss the Professional Standards Framework [Advance HE. (2023a). Professional Standards Framework (PSF 2023), accessed 11.2.24 at https://www.advance-he.ac.uk/teaching-and-learning/psf] and Education Inspection Framework [Ofsted. (2019). Inspecting the curricu…
‘The space that claws and gnaws at us’
This paper explores the spatial dimensions of classroom observations as tools of educational governance. Focusing on interview data from teachers and education inspection policy in the English Further Education sector, we use Foucault’s concept of heterotopia to critically discuss the fundamental challenges of current quality assurance practices. We specifically identify three functions of heterotopia (what Foucault refers to as their ‘illusory’,…
Post-graduate pedagogy in neuroliberal times
Neurofarming HE
Triangulating the lifelong learner
Sociology (12 obras) · Political science (11 obras) · Epistemology (10 obras) · Pedagogy (10 obras) · Psychology (8 obras) · Innovative Education and Learning Practices (7 obras) · Law (7 obras) · Aesthetics (6 obras) · Global Educational Policies and Reforms (6 obras) · History (5 obras)