Ann-Marie Bathmaker
Dados Biográficos
| ID | 597770 |
|---|---|
| NOME | Ann-Marie Bathmaker |
| PRENOMES | Ann-Marie |
| SOBRENOME | Bathmaker |
| ASSINATURA | BATHMAKER A |
| AFILIAÇÕES | University of Birmingham |
| ORCID | 0000-0003-0274-2828 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAÇÕES | 177 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2005 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 4 |
The ‘grammar’ of justice
Education systems globally are increasingly tasked with undertaking their work in ways which advance social justice, making it important to engage empirically with how social justice imperatives are enacted within educational institutions. This paper focuses on UK further education colleges, which have long been positioned as having a social justice mission. It contributes to understandings of what and how social justice work gets recognised and …
Who governs and why it matters. An analysis of race equality and diversity in the composition of further education college governing bodies across the UK
Concerns about racism and race equality have been widely reported in the first decades of the 21st century, following the Black Lives Matter protests and campaigns such as ‘Rhodes Must Fall’. Yet ‘race’ remains largely absent from policy debate and research concerning further education colleges in the four countries of the UK, particularly in relationship to leadership and governance. The focus of this paper is on who governs and why it matters. …
Constructing a graduate career future
In high participation systems of higher education, the link between undergraduate study and progression to graduate employment is increasingly tenuous. One response is a growing emphasis on the development of employability skills and preparing students to take advantage of future opportunities as part of university study. This paper uses a Bourdieusian‐based conceptualisation of graduate capitals, combined with a concern for the psycho‐social dim…
Negotiating tensions between the high‐performing and socially just college
The English further education (FE) sector caters for young learners who are regularly defined as at risk due to a range of economic and social challenges, as transitions from youth to adulthood become more protracted, and inequalities amongst young people and between generations persist and deepen. At a time when policy places increasing responsibilities on governors and leaders to balance college performance and cost‐effectiveness against FE’s l…
Social class and mobility
This paper explores ways in which university students articulate understandings of their class positions and perceptions of opportunities for social mobility. The promise that participation in higher education (HE) would lead to social mobility for all has been central to the project of widening participation. However, in the twenty-first century, graduate employment opportunities have not kept up with high rates of HE participation, and class di…
Higher Education, Social Class and Social Mobility
A book from the Paired Peers project, which followed a cohort of undergraduate students at the two universities in Bristol from their induction to their final exams. The project looked at the impact of their social class background upon their experiences of university
Thinking with Bourdieu
This paper uses Bourdieu’s concept of ‘field’ as a tool to examine higher education participation in England in the context of diversified and differentiated provision. Admissions practices for courses in two institutions offering tertiary and higher education demonstrate how the official rules of the game shape the experience of students moving into and through HE on vocational and alternative routes. These examples suggest that rules created fo…
Higher education, social class and the mobilisation of capitals
Strategies employed by middle-class families to ensure successful educational outcomes for their children have long been the focus of theoretical and empirical analysis in the United Kingdom and beyond. In austerity England, the issue of middle-class social reproduction through higher education increases in saliency, and students' awareness of how to 'play the game' of enhancing their chances to acquire a sought-after graduate position becomes in…
Inbound, outbound or peripheral
This article explores constructions of teacher identities at a time of significant changes to public service professionalism. The article draws on different discourses of professionalism, contrasting ‘organisational’ and ‘occupational’ professionalism, with discourses of ‘personal’ and ‘critical’ professionalism, to explore changing meanings and enactments of teacher professionalism in the 2000s. Narratives of three novice teachers, followed over…
Exploring Learning, Identity and Power through Life History and Narrative Research
PLEASE NOTE: THIS IS NOT THE FULL BOOK TEXT - PUBLISHER POLICY ONLY ALLOWS ACCESS TO AN EXTRACT OF THIS BOOK IN THE UWE BRISTOL RESEARCH REPOSITORY
Exploring learning, identity, and power through life history and narrative research
Dual‐sector further and higher education
Colleges and universities that provide both further and higher education are a key component of government policies to expand participation in English undergraduate education. The opportunities for access and progression made available by these organisations are regarded as central. At the same time, the division of further and higher education into sectors has implications for how ‘dual‐sector’ education is conceived and developed. Drawing on ea…
Education plc. Understanding private sector participation in public sector education
by Stephen Ball, London, Routledge, 2007, 216 pp., £22.99 (paperback), ISBN 0‐41‐539941‐6 What kind of future do we want for education and what role might privatisation and the private sector have
The impact of Skills for Life on adult basic skills in England
The English Skills for Life strategy symbolises the prominent place that adult basic skills have claimed in education and training policy in England since the beginning of this century. The strategy aims to improve the skills of a large number of learners over a ten year period (2001–2010). This paper explores what we can learn about the impact of the strategy from an analysis of available statistical data. The paper presents trends in participat…
How do I cope with that?’ The challenge of ‘schooling’ cultures in further education for trainee FE lecturers
The development of professional identity amongst lecturers training to teach in further education (FE) colleges in England involves processes of adaptation. These partly take place during teaching placement in FE, as trainees navigate between their own anticipated professional identity and the identities which they feel under pressure to assume as they engage in their work with students. This article explores these processes of development, focus…
The new skills agenda
The last five years have seen a radical transformation in adult education in England with a concentrated emphasis on national basic skills provision. This was prompted initially by a government response to low levels of literacy in the British adult population, identified by an influential international survey, showing unfavourable comparisons with other European countries. The response to the disclosure that seven million adults in England were …
Hanging in or shaping a future
This paper explores the changing roles and purposes of vocational education for young people in what has been called a ‘knowledge’ society, using the General National Vocational Qualification (GNVQ) as an example. This qualification dominated the broad, vocationally‐related route within the English qualifications system throughout the 1990s. The paper considers how lecturers in a college of further education understood the role and purpose of GNV…
Higher education, social class and the mobilisation of capitals
Strategies employed by middle-class families to ensure successful educational outcomes for their children have long been the focus of theoretical and empirical analysis in the United Kingdom and beyond. In austerity England, the issue of middle-class social reproduction through higher education increases in saliency, and students' awareness of how to 'play the game' of enhancing their chances to acquire a sought-after graduate position becomes in…
The new skills agenda
The last five years have seen a radical transformation in adult education in England with a concentrated emphasis on national basic skills provision. This was prompted initially by a government response to low levels of literacy in the British adult population, identified by an influential international survey, showing unfavourable comparisons with other European countries. The response to the disclosure that seven million adults in England were …
Hanging in or shaping a future
This paper explores the changing roles and purposes of vocational education for young people in what has been called a ‘knowledge’ society, using the General National Vocational Qualification (GNVQ) as an example. This qualification dominated the broad, vocationally‐related route within the English qualifications system throughout the 1990s. The paper considers how lecturers in a college of further education understood the role and purpose of GNV…
Social class and mobility
This paper explores ways in which university students articulate understandings of their class positions and perceptions of opportunities for social mobility. The promise that participation in higher education (HE) would lead to social mobility for all has been central to the project of widening participation. However, in the twenty-first century, graduate employment opportunities have not kept up with high rates of HE participation, and class di…
Dual‐sector further and higher education
Colleges and universities that provide both further and higher education are a key component of government policies to expand participation in English undergraduate education. The opportunities for access and progression made available by these organisations are regarded as central. At the same time, the division of further and higher education into sectors has implications for how ‘dual‐sector’ education is conceived and developed. Drawing on ea…
Inbound, outbound or peripheral
This article explores constructions of teacher identities at a time of significant changes to public service professionalism. The article draws on different discourses of professionalism, contrasting ‘organisational’ and ‘occupational’ professionalism, with discourses of ‘personal’ and ‘critical’ professionalism, to explore changing meanings and enactments of teacher professionalism in the 2000s. Narratives of three novice teachers, followed over…
How do I cope with that?’ The challenge of ‘schooling’ cultures in further education for trainee FE lecturers
The development of professional identity amongst lecturers training to teach in further education (FE) colleges in England involves processes of adaptation. These partly take place during teaching placement in FE, as trainees navigate between their own anticipated professional identity and the identities which they feel under pressure to assume as they engage in their work with students. This article explores these processes of development, focus…
Negotiating tensions between the high‐performing and socially just college
The English further education (FE) sector caters for young learners who are regularly defined as at risk due to a range of economic and social challenges, as transitions from youth to adulthood become more protracted, and inequalities amongst young people and between generations persist and deepen. At a time when policy places increasing responsibilities on governors and leaders to balance college performance and cost‐effectiveness against FE’s l…
Hanging in or shaping a future
This paper explores the changing roles and purposes of vocational education for young people in what has been called a ‘knowledge’ society, using the General National Vocational Qualification (GNVQ) as an example. This qualification dominated the broad, vocationally‐related route within the English qualifications system throughout the 1990s. The paper considers how lecturers in a college of further education understood the role and purpose of GNV…
The new skills agenda
The last five years have seen a radical transformation in adult education in England with a concentrated emphasis on national basic skills provision. This was prompted initially by a government response to low levels of literacy in the British adult population, identified by an influential international survey, showing unfavourable comparisons with other European countries. The response to the disclosure that seven million adults in England were …
The impact of Skills for Life on adult basic skills in England
The English Skills for Life strategy symbolises the prominent place that adult basic skills have claimed in education and training policy in England since the beginning of this century. The strategy aims to improve the skills of a large number of learners over a ten year period (2001–2010). This paper explores what we can learn about the impact of the strategy from an analysis of available statistical data. The paper presents trends in participat…
How do I cope with that?’ The challenge of ‘schooling’ cultures in further education for trainee FE lecturers
The development of professional identity amongst lecturers training to teach in further education (FE) colleges in England involves processes of adaptation. These partly take place during teaching placement in FE, as trainees navigate between their own anticipated professional identity and the identities which they feel under pressure to assume as they engage in their work with students. This article explores these processes of development, focus…
Dual‐sector further and higher education
Colleges and universities that provide both further and higher education are a key component of government policies to expand participation in English undergraduate education. The opportunities for access and progression made available by these organisations are regarded as central. At the same time, the division of further and higher education into sectors has implications for how ‘dual‐sector’ education is conceived and developed. Drawing on ea…
Education plc. Understanding private sector participation in public sector education
by Stephen Ball, London, Routledge, 2007, 216 pp., £22.99 (paperback), ISBN 0‐41‐539941‐6 What kind of future do we want for education and what role might privatisation and the private sector have
Exploring Learning, Identity and Power through Life History and Narrative Research
PLEASE NOTE: THIS IS NOT THE FULL BOOK TEXT - PUBLISHER POLICY ONLY ALLOWS ACCESS TO AN EXTRACT OF THIS BOOK IN THE UWE BRISTOL RESEARCH REPOSITORY
Exploring learning, identity, and power through life history and narrative research
Higher education, social class and the mobilisation of capitals
Strategies employed by middle-class families to ensure successful educational outcomes for their children have long been the focus of theoretical and empirical analysis in the United Kingdom and beyond. In austerity England, the issue of middle-class social reproduction through higher education increases in saliency, and students' awareness of how to 'play the game' of enhancing their chances to acquire a sought-after graduate position becomes in…
Inbound, outbound or peripheral
This article explores constructions of teacher identities at a time of significant changes to public service professionalism. The article draws on different discourses of professionalism, contrasting ‘organisational’ and ‘occupational’ professionalism, with discourses of ‘personal’ and ‘critical’ professionalism, to explore changing meanings and enactments of teacher professionalism in the 2000s. Narratives of three novice teachers, followed over…
Thinking with Bourdieu
This paper uses Bourdieu’s concept of ‘field’ as a tool to examine higher education participation in England in the context of diversified and differentiated provision. Admissions practices for courses in two institutions offering tertiary and higher education demonstrate how the official rules of the game shape the experience of students moving into and through HE on vocational and alternative routes. These examples suggest that rules created fo…
Higher Education, Social Class and Social Mobility
A book from the Paired Peers project, which followed a cohort of undergraduate students at the two universities in Bristol from their induction to their final exams. The project looked at the impact of their social class background upon their experiences of university
Constructing a graduate career future
In high participation systems of higher education, the link between undergraduate study and progression to graduate employment is increasingly tenuous. One response is a growing emphasis on the development of employability skills and preparing students to take advantage of future opportunities as part of university study. This paper uses a Bourdieusian‐based conceptualisation of graduate capitals, combined with a concern for the psycho‐social dim…
Negotiating tensions between the high‐performing and socially just college
The English further education (FE) sector caters for young learners who are regularly defined as at risk due to a range of economic and social challenges, as transitions from youth to adulthood become more protracted, and inequalities amongst young people and between generations persist and deepen. At a time when policy places increasing responsibilities on governors and leaders to balance college performance and cost‐effectiveness against FE’s l…
Social class and mobility
This paper explores ways in which university students articulate understandings of their class positions and perceptions of opportunities for social mobility. The promise that participation in higher education (HE) would lead to social mobility for all has been central to the project of widening participation. However, in the twenty-first century, graduate employment opportunities have not kept up with high rates of HE participation, and class di…
Who governs and why it matters. An analysis of race equality and diversity in the composition of further education college governing bodies across the UK
Concerns about racism and race equality have been widely reported in the first decades of the 21st century, following the Black Lives Matter protests and campaigns such as ‘Rhodes Must Fall’. Yet ‘race’ remains largely absent from policy debate and research concerning further education colleges in the four countries of the UK, particularly in relationship to leadership and governance. The focus of this paper is on who governs and why it matters. …
The ‘grammar’ of justice
Education systems globally are increasingly tasked with undertaking their work in ways which advance social justice, making it important to engage empirically with how social justice imperatives are enacted within educational institutions. This paper focuses on UK further education colleges, which have long been positioned as having a social justice mission. It contributes to understandings of what and how social justice work gets recognised and …
Sociology (14 obras) · Political science (12 obras) · Pedagogy (8 obras) · Social science (8 obras) · Economics (7 obras) · Higher education (7 obras) · Psychology (7 obras) · Public relations (7 obras) · Economic growth (6 obras) · Mathematics education (6 obras)