A contested profession
Employability, performativity and professionalism in Irish further education
Bibliographic Data
| ID | 10106015 |
|---|---|
| Authors | Bernie Grummell (0000-0002-0021-8136, National University of Ireland, Maynooth, corresponding author), Michael J Murray (0000-0002-5407-4633, National University of Ireland, Maynooth) |
| Year | 2015 |
| Volume | 47 |
| Issue | 4 |
| Pages | 432-450 |
| Publication date | 2015-03-11 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Educational Administration & History (JOURNAL) |
| Journal identifiers | ISSN: 0022-0620 • E-ISSN: 1478-7431 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00220620.2015.996867 |
| OpenAlex | W2052252600 |
| Language | EN |
| Citations received | 5 |
| References cited | 29 |
Further education typically represents the vocational, technical and practice-based forms of education, but this is now being repositioned in a neo-liberal era that is driving a performance-based and market-orientated vision of education in the Republic of Ireland and elsewhere. The implacable drive of neo-liberal economics in everyday practice is evident in the current economic and training discourses of further education, which aim to upgrade the employability of low-skilled and marginalised sectors of the population. The article provides an overview of shifts in educational policy and practices that align Irish further education with what has occurred in the UK and elsewhere through processes of professionalisation and performativity. Analysis of the potential impact on notions of professional identity in the sector helps to articulate the principles, pedagogies and philosophies that will be vital when contesting the performance cultures of New Managerialism that seem likely to ensue. We explore the implications in terms of the policy discourses, organisational structure and professional practices of further education. We contend that changes in these areas have profound impacts on the learning and knowledge base of further education, constraining its social justice and transformative capacity for the learners at the heart of further education
Corporatization · Education policy · Employability · Higher education · Identity (music · Irish · Managerialism · Neoliberalism (international relations · Pedagogy · Performativity · Political science · Population · Public relations · Social science · Sociology · Transformative learning · Vocational education · Education Systems and Policy · Gender Studies · Innovative Education and Learning Practices · Law · Public Administration · Youth Education and Societal Dynamics
What will T levels change? The portrayal of technical and vocational education in England
Creating Cultural Conditions for Collaborative Professional Learning in FE and HE Communities of Practice
Further education in the UK
Adult education in a neoliberal policy paradigm
An exploration of adult guidance practitioners’ experiences of policy and practice in the reformed Further Education and Training (FET) sector in Ireland
New Managerialism in Education
How Schools Do Policy
Education Policy
Discourses of Partnership in Multi-Agency Working in the Community and Voluntary Sectors in Ireland
Ideology and Curriculum
The State Nobility
The myth of the learning society
Carelessness
Gender balance/gender bias
Reproduction in Education, Society and Culture
Re-thinking trust in a performative culture
Unbecoming teachers
In/forming education policy
On the making and taking of professionalism in the further education workplace
Markets, schools and the convertibility of economic capital
Lifelong learning and the knowledge economy
Habermas, lifelong learning and citizenship education
Skills for Life
The ‘Second Chance’ Myth
Further Education or Training? A Case Study in the Theory and Practice of Day-Release Education
Reproduction in education, society, and culture
Towards an uncertain politics of professionalism
Teacher professional identity
Challenging Dualism
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,83 |
| Citation span | 2020 - 2025 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 5 |