Closed circuit? Flow, influence and the liquid management of learning and skills
Bibliographic Data
| ID | 2930840 |
|---|---|
| Authors | Chris Beighton (0000-0003-3265-3105, Canterbury Christ Church University, corresponding author) |
| Year | 2017 |
| Volume | 38 |
| Issue | 4 |
| Pages | 603-618 |
| Publication date | 2017-07-04 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Discourse Studies in the Cultural Politics of Education (JOURNAL) |
| Journal identifiers | ISSN: 0159-6306 • E-ISSN: 1469-3739 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01596306.2015.1128884 |
| OpenAlex | W2281534338 |
| Language | EN |
| Citations received | 5 |
| References cited | 36 |
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, replacing a culture of micro-management with more decentralised techniques of control following changes at the national level of policy and beyond. Here, learning is analogous to the management of liquid, a move which is naturalised in texts which present education as an unavoidable and unassailable process or closed circuit of flow. Paul Virilio's work on the effects of speed is used to pinpoint ambivalence and incipient nihilism as central to this shift, critiquing the ETF's claims to represent the sector
Aesthetics · Ambivalence · Epistemology · Linguistics · Mindset · Oxymoron · Pedagogy · Political science · Public relations · Sociology · Terminology · Digital Economy and Work Transformation · Innovative Education and Learning Practices · Psychology · Social Psychology · Youth Education and Societal Dynamics
Professionalism
Research Methods in Education
The Globalization of Nothing
Education in times of fast learning
Pedagogies of indifference
Reforming teacher education in England
Policy enactment, context and performativity
The politics of teaching as an occupation in the professional borderlands
Under new management
Using Butler to understand the multiplicity and variability of policy reception
Education policy-making and time
Knowing me, knowing you
Activity development and invention in the making and use of technical objects in the workplace
From Exam Factories to Communities of Discovery
Developing Resilient Agency in Learning
New capitalism, educational modernisation and the new role of the professional student
War and cinema
The condition of postmodernity
Governing emotionally vulnerable subjects and 'therapisation' of social justice
Teachers and public engagement
What is policy? 21 years later
Inbound, outbound or peripheral
The power of one? Conditions which challenge managerial professional development practices
Closed circuit? Flow, influence and the liquid management of learning and skills
Payback time? Discourses of lack, debt and the moral regulation of teacher education
Dangerous spaces
The sublime objects of education policy
The teacher as reflexive professional
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,56 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |