In the public interest

Post‐compulsory education in a postmodern age

Dados Bibliográficos

ID11488409
AutoresDenis Gleeson (autor correspondente)
Ano1996
Volume11
Fascículo5
Páginas513-526
Data de publicação1996-10-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoJournal of Education Policy (JOURNAL)
Identificadores do periódicoISSN: 0268-0939 • E-ISSN: 1464-5106
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0268093960110501
OpenAlexW2021649357
IdiomaEN
Citações recebidas3
Referências citadas5

With mass post‐compulsory education and training now coming on stream the question arises, whose interests does it serve? In addressing this question this paper examines aspects of the recent expansion of Post‐Compulsory Education and Training (PCET). It explores various ways in which a market, credit and contract culture find expression in the fast changing arrangements of Post‐16 Education Policy in the UK, and whether this reflects a transition from a Fordist to a post‐Fordist learning society. In looking at what sense can be made of this transition, the paper reflects on why the post‐Fordist ideal translates into the neo‐Fordist nightmare, and what can be done about it. It is argued that it is one thing to employ a post‐Fordist or post‐modern analysis of contingency and diversity in education, and quite another to confuse such analysis with the onset of a new post‐industrial order, at least in the UK. Drawing on earlier collaborative work with colleagues (Avis et al. 1996) this paper looks toward a form of PCET policy which is in the public interest

Compulsory education · Contingency · Diversity (politics · Economics · Epistemology · Fordism · Ideal (ethics · Lifelong learning · Market economy · Order (exchange · Pedagogy · Political economy · Political science · Postmodernism · Sociology · Diverse Education Studies and Reforms · Global Educational Policies and Reforms · Law · Youth Education and Societal Dynamics