Helen Colley
Datos Biográficos
| ID | 767850 |
|---|---|
| NOMBRE | Helen Colley |
| NOMBRES | Helen |
| APELLIDO | Colley |
| FIRMA | COLLEY H |
| AFILIACIONES | Manchester Metropolitan University |
| ORCID | 0000-0003-0053-7468 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAS | 156 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2001 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2019 |
| ÍNDICE H | 6 |
I just felt as though I had to drop something’
This paper explores the challenges that female elder carers in the United Kingdom face in combining paid work with elder care, and the implications of this care for their current and future working lives. In-depth interviews with 11 working women from a large organisation were conducted, and five of the women were re-interviewed after a period of one year to examine any changes in their situation. The interviews revealed the precarious nature of …
Collaboration and contestation in further and higher education partnerships in England
Internationally, ‘College for All’ policies are creating new forms of vocational higher education (HE), and shifting relationships between HE and further education (FE) institutions. In this paper, we consider the way in which this is being implemented in England, drawing on a detailed qualitative case study of a regional HE–FE partnership to widen participation. We focus on the complex mix of collaboration and contestation that arose within it, …
What (a) to do about ‘impact’
This paper presents a research‐based, theoretically‐informed contribution to the debate on ‘impact’ in educational research, and specifically a response to Gardner's 2011 presidential address to the British Educational Research Association. It begins by discussing the development of the research ‘impact’ agenda as a global phenomenon, and reviews the current state of debate about ‘impact’ in the UK 's Research Excellence Framework. It goes on to …
Competing time orders in human service work
Human service work is being reconfigured by welfare state reforms driven by neo-liberal globalization. Sectors are being merged, 'hybrid' occupations formed and occupational boundaries renegotiated. Yet time is rarely considered in the study of such boundary work. This article conceptualizes time as generated by human action, in different orders that may operate in tension with one another. Three case studies of reform in educational work, from F…
School-to-work transition services
Disadvantaged young people often inhabit a dangerous space: excluded from education, training and employment markets; constructed as disposable; and cast out as ‘human waste’ (Bauman, 2004). There are many macro-level analyses of this catastrophic trend, but this article provides insights into some of the everyday educational micro-practices which contribute to such marginalisation. It presents findings from a study of a national school-to-work t…
Understanding time in learning transitions through the lifecourse
Policy‐makers in the UK and Europe have become concerned with the successful management of transitions in learning as a means of increasing the competitiveness of their economies. Transitions relating to informal as well as formal learning have also been an important focus for the sociology of education. In this paper, I review alternative ways in which transitions are conceptualised as a process of change over time; but argue that the dimension …
Unbecoming teachers
This article considers teacher professionalism from a neglected perspective. It analyses assumptions about the dynamics of professional participation implicit within competing academic and policy constructs of professionalism, including the currently iconic concept of ‘communities of practice’. All entail notions of becoming and being a professional. However, data from the project ‘Transforming Learning Cultures in Further Education’ (TLC) reveal…
Learning to Labour with Feeling
There is debate among early years experts about the appropriate degree of emotional engagement between nursery nurses and the children in their care. Through research into the learning cultures of further education (in the Economic and Social Research Council's Teaching and Learning Research Programme), the author considers how prospective nursery nurses first learn to deploy emotion in their work. Few researchers have investigated the learning o…
Engagement Mentoring for ‘Disaffected’ Youth
This article presents a critical analysis of mentoring for social inclusion. It traces its dramatic international expansion as a tool of education policies in the 1990s, and identifies a new model, ‘engagement mentoring’, which seeks to re‐engage ‘disaffected’ young people with the formal labour market, and to engage their commitment to dominant interests through shaping their dispositions in line with ‘employability’. Mentors are treated as vehi…
Learning as becoming in vocational education and training
Official accounts of learning in vocational education and training emphasise the acquisition of technical skills and knowledge to foster behavioural competence in the workplace. However, such accounts fail to acknowledge the relationship between learning and identity. Drawing on detailed case studies of three vocational courses - in childcare, healthcare and engineering - in English further education colleges, within the project Transforming Lear…
Problems withBridging the Gap
The Social Exclusion Unit's Report Bridging the Gaphas had a major influence on the British government's policy towards socially excluded young people. This article argues, however, that the Report contains fundamental contradictions in its analysis of non-participation in learning and the solutions proposed. Despite appearing to re-instate a concern for the social, it locates the causes of non-participation primarily within individuals and their…
Learning as becoming in vocational education and training
Official accounts of learning in vocational education and training emphasise the acquisition of technical skills and knowledge to foster behavioural competence in the workplace. However, such accounts fail to acknowledge the relationship between learning and identity. Drawing on detailed case studies of three vocational courses - in childcare, healthcare and engineering - in English further education colleges, within the project Transforming Lear…
Problems withBridging the Gap
The Social Exclusion Unit's Report Bridging the Gaphas had a major influence on the British government's policy towards socially excluded young people. This article argues, however, that the Report contains fundamental contradictions in its analysis of non-participation in learning and the solutions proposed. Despite appearing to re-instate a concern for the social, it locates the causes of non-participation primarily within individuals and their…
Competing time orders in human service work
Human service work is being reconfigured by welfare state reforms driven by neo-liberal globalization. Sectors are being merged, 'hybrid' occupations formed and occupational boundaries renegotiated. Yet time is rarely considered in the study of such boundary work. This article conceptualizes time as generated by human action, in different orders that may operate in tension with one another. Three case studies of reform in educational work, from F…
What (a) to do about ‘impact’
This paper presents a research‐based, theoretically‐informed contribution to the debate on ‘impact’ in educational research, and specifically a response to Gardner's 2011 presidential address to the British Educational Research Association. It begins by discussing the development of the research ‘impact’ agenda as a global phenomenon, and reviews the current state of debate about ‘impact’ in the UK 's Research Excellence Framework. It goes on to …
Unbecoming teachers
This article considers teacher professionalism from a neglected perspective. It analyses assumptions about the dynamics of professional participation implicit within competing academic and policy constructs of professionalism, including the currently iconic concept of ‘communities of practice’. All entail notions of becoming and being a professional. However, data from the project ‘Transforming Learning Cultures in Further Education’ (TLC) reveal…
Engagement Mentoring for ‘Disaffected’ Youth
This article presents a critical analysis of mentoring for social inclusion. It traces its dramatic international expansion as a tool of education policies in the 1990s, and identifies a new model, ‘engagement mentoring’, which seeks to re‐engage ‘disaffected’ young people with the formal labour market, and to engage their commitment to dominant interests through shaping their dispositions in line with ‘employability’. Mentors are treated as vehi…
Understanding time in learning transitions through the lifecourse
Policy‐makers in the UK and Europe have become concerned with the successful management of transitions in learning as a means of increasing the competitiveness of their economies. Transitions relating to informal as well as formal learning have also been an important focus for the sociology of education. In this paper, I review alternative ways in which transitions are conceptualised as a process of change over time; but argue that the dimension …
School-to-work transition services
Disadvantaged young people often inhabit a dangerous space: excluded from education, training and employment markets; constructed as disposable; and cast out as ‘human waste’ (Bauman, 2004). There are many macro-level analyses of this catastrophic trend, but this article provides insights into some of the everyday educational micro-practices which contribute to such marginalisation. It presents findings from a study of a national school-to-work t…
I just felt as though I had to drop something’
This paper explores the challenges that female elder carers in the United Kingdom face in combining paid work with elder care, and the implications of this care for their current and future working lives. In-depth interviews with 11 working women from a large organisation were conducted, and five of the women were re-interviewed after a period of one year to examine any changes in their situation. The interviews revealed the precarious nature of …
Problems withBridging the Gap
The Social Exclusion Unit's Report Bridging the Gaphas had a major influence on the British government's policy towards socially excluded young people. This article argues, however, that the Report contains fundamental contradictions in its analysis of non-participation in learning and the solutions proposed. Despite appearing to re-instate a concern for the social, it locates the causes of non-participation primarily within individuals and their…
Engagement Mentoring for ‘Disaffected’ Youth
This article presents a critical analysis of mentoring for social inclusion. It traces its dramatic international expansion as a tool of education policies in the 1990s, and identifies a new model, ‘engagement mentoring’, which seeks to re‐engage ‘disaffected’ young people with the formal labour market, and to engage their commitment to dominant interests through shaping their dispositions in line with ‘employability’. Mentors are treated as vehi…
Learning as becoming in vocational education and training
Official accounts of learning in vocational education and training emphasise the acquisition of technical skills and knowledge to foster behavioural competence in the workplace. However, such accounts fail to acknowledge the relationship between learning and identity. Drawing on detailed case studies of three vocational courses - in childcare, healthcare and engineering - in English further education colleges, within the project Transforming Lear…
Learning to Labour with Feeling
There is debate among early years experts about the appropriate degree of emotional engagement between nursery nurses and the children in their care. Through research into the learning cultures of further education (in the Economic and Social Research Council's Teaching and Learning Research Programme), the author considers how prospective nursery nurses first learn to deploy emotion in their work. Few researchers have investigated the learning o…
Understanding time in learning transitions through the lifecourse
Policy‐makers in the UK and Europe have become concerned with the successful management of transitions in learning as a means of increasing the competitiveness of their economies. Transitions relating to informal as well as formal learning have also been an important focus for the sociology of education. In this paper, I review alternative ways in which transitions are conceptualised as a process of change over time; but argue that the dimension …
Unbecoming teachers
This article considers teacher professionalism from a neglected perspective. It analyses assumptions about the dynamics of professional participation implicit within competing academic and policy constructs of professionalism, including the currently iconic concept of ‘communities of practice’. All entail notions of becoming and being a professional. However, data from the project ‘Transforming Learning Cultures in Further Education’ (TLC) reveal…
Competing time orders in human service work
Human service work is being reconfigured by welfare state reforms driven by neo-liberal globalization. Sectors are being merged, 'hybrid' occupations formed and occupational boundaries renegotiated. Yet time is rarely considered in the study of such boundary work. This article conceptualizes time as generated by human action, in different orders that may operate in tension with one another. Three case studies of reform in educational work, from F…
School-to-work transition services
Disadvantaged young people often inhabit a dangerous space: excluded from education, training and employment markets; constructed as disposable; and cast out as ‘human waste’ (Bauman, 2004). There are many macro-level analyses of this catastrophic trend, but this article provides insights into some of the everyday educational micro-practices which contribute to such marginalisation. It presents findings from a study of a national school-to-work t…
Collaboration and contestation in further and higher education partnerships in England
Internationally, ‘College for All’ policies are creating new forms of vocational higher education (HE), and shifting relationships between HE and further education (FE) institutions. In this paper, we consider the way in which this is being implemented in England, drawing on a detailed qualitative case study of a regional HE–FE partnership to widen participation. We focus on the complex mix of collaboration and contestation that arose within it, …
What (a) to do about ‘impact’
This paper presents a research‐based, theoretically‐informed contribution to the debate on ‘impact’ in educational research, and specifically a response to Gardner's 2011 presidential address to the British Educational Research Association. It begins by discussing the development of the research ‘impact’ agenda as a global phenomenon, and reviews the current state of debate about ‘impact’ in the UK 's Research Excellence Framework. It goes on to …
I just felt as though I had to drop something’
This paper explores the challenges that female elder carers in the United Kingdom face in combining paid work with elder care, and the implications of this care for their current and future working lives. In-depth interviews with 11 working women from a large organisation were conducted, and five of the women were re-interviewed after a period of one year to examine any changes in their situation. The interviews revealed the precarious nature of …
Sociology (10 obras) · Political science (7 obras) · Social science (7 obras) · Law (5 obras) · Pedagogy (5 obras) · Politics (5 obras) · Global Educational Policies and Reforms (4 obras) · Public relations (4 obras) · Employment and Welfare Studies (3 obras) · Engineering (3 obras)