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James Avis develops an important argument in this wide-ranging
book, in which questions of social justice play a central role. He
explores the socio-economic and policy context of education in
advanced capitalist societies, and indicates the manner in which
the rhetoric of policy-makers distorts the way in which skill is
marshalled in the economy. The result is that oppressive and
exploitative features of paid labour are underplayed in this
rhetoric. He examines the lived experiences of teachers and
students in post-compulsory education and explores their
contradictory positions. If questions of social justice are to be
addressed, an economically driven model of education should be
rejected in favour of one that is politically engaged and utilises
an expansive model of practice, extending into the wider
society.
This book examines the concept of the fourth industrial revolution
and its potential impact on vocational education and training.
Broadly located in a framework rooted in critical/radical theory,
the book argues that the affordance of technologies surrounding the
fourth industrial revolution are constrained by their location
within a neoliberal, if not capitalist, logic. Thus, the impact of
this revolution will be experienced differently across European
regions as well as low and middle income economies. In order to
break this impasse, this book calls for a politics based on
non-reformist reforms, premised on an aspiration towards a socially
just society that transcends capitalism.
Addressing the Professional Standards for Teachers and Trainers,
this bestselling textbook helpfully balances theory and practice,
introducing key theories and concepts relating to learning and
assessment as well as providing practical advice on teaching.
Extensively revised and updated to reflect the current educational
policy environment, this textbook for teaching provides thorough
and extensive coverage of the topics for higher-level awards in
Education and Training. The textbook provides a logical progression
through the essential aspects of teaching, such as planning and
assessment; it considers key related areas including teacher
professionalism, equality and diversity, and mentoring and
coaching; and it presents this invaluable guidance in an accessible
and readable format. In outlining the challenges, opportunities,
and debates in and around lifelong learning, the editors and
contributing authors draw on their extensive teaching experience,
as well as offering an evidence-based approach with a wide range of
research. Teaching in Lifelong Learning: A Guide to Theory and
Practice is core reading for those teaching or preparing to teach
in further, higher and community education as well as in public
sector contexts and in private training organisations, including
those studying for CertEd/PGCE and related awards, such as the
Level 4 Certificate and Level 5 Diploma in Education and Training.
'Teacher education in FE continues to be an important and
unresolved issue, and this book is a great asset in supporting
individuals in understanding and developing their practices. With a
focus on developing critical, inquiring practitioners, the text
reads like an experienced mentor sharing pointers, questions, and
useful readings over a collegial cup of coffee'. Dr Tim Herrick,
Senior University Teacher, University of Sheffield, UK
Social Justice, Transformation and Knowledge: Policy, Workplace
Learning and Skills examines the policy contexts in which lifelong
learning, vocational education and training and skill development
is set. It provides a critique of neo-liberalism and its impact on
vocational education and training and lifelong learning. It
interrogates potentially progressive policy interventions that take
for granted capitalist relations as these can become a form of
'comfort radicalism' that whilst calling for structural change
remain lodged within capitalism. Such analyses are limited,
particularly in austere conditions of worklessness with increasing
numbers of workers surplus to the requirements of capital. Offering
detailed discussions within UK, European and global contexts, this
book proves an insightful and critical text which illustrates
Professor Avis' extensive experience and knowledge of the field.
Adopting a substantive focus on debates and analysis with
significance that extends beyond the particular policy context of
England, the book offers: an exploration of arguments that suggest
workplace learning carries with it progressive possibilities an
examination of models of class implicit within education policy and
documents consideration of forms of governance and professionalism
and their articulation to the pursuit of social justice an insight
into discussions concerned with social justice, knowledge as well
as the current conditions of austerity in which education and
social policy are emphasised Social Justice, Transformation and
Knowledge is a significant addition to the field. It is an
insightful and thought-provoking book from which students,
lecturers and researchers with an interest in education studies,
education policy, and social justice will greatly benefit from
reading.
Vocational education and training (VET) can be difficult to define
since it is set in a turbulent and volatile environment marked by
national and regional specificities. It can be delivered at
different levels and by a variety of providers, including community
colleges, colleges of further education, polytechnics and
universities, as well as, importantly, private providers. This
collection reflects the shifting and often messy conceptualisations
of VET. On one level VET can be associated with the education and
training of craft/skilled workers, or of those who are being
prepared for a particular occupational destiny and specific
position in the labour market. In this instance, notions of skill,
knowledge and dispositions are significant. On another level, it
can raise questions over power and class formation, in addition to
the way in which these are mediated or intersect with race and
gender. Moreover, there are important political questions
addressing the significance of VET in furthering social cohesion
and economic regeneration in times of austerity when neoliberalism
is hegemonic. The chapters in this book are not all of a piece, but
each in its turn raises important questions about VET, its
relationship to the economy, as well as its global setting. This
book was originally published as a special issue of Globalisation,
Societies and Education.
Social Justice, Transformation and Knowledge: Policy, Workplace
Learning and Skills examines the policy contexts in which lifelong
learning, vocational education and training and skill development
is set. It provides a critique of neo-liberalism and its impact on
vocational education and training and lifelong learning. It
interrogates potentially progressive policy interventions that take
for granted capitalist relations as these can become a form of
'comfort radicalism' that whilst calling for structural change
remain lodged within capitalism. Such analyses are limited,
particularly in austere conditions of worklessness with increasing
numbers of workers surplus to the requirements of capital. Offering
detailed discussions within UK, European and global contexts, this
book proves an insightful and critical text which illustrates
Professor Avis' extensive experience and knowledge of the field.
Adopting a substantive focus on debates and analysis with
significance that extends beyond the particular policy context of
England, the book offers: an exploration of arguments that suggest
workplace learning carries with it progressive possibilities an
examination of models of class implicit within education policy and
documents consideration of forms of governance and professionalism
and their articulation to the pursuit of social justice an insight
into discussions concerned with social justice, knowledge as well
as the current conditions of austerity in which education and
social policy are emphasised Social Justice, Transformation and
Knowledge is a significant addition to the field. It is an
insightful and thought-provoking book from which students,
lecturers and researchers with an interest in education studies,
education policy, and social justice will greatly benefit from
reading.
This book examines the concept of the fourth industrial revolution
and its potential impact on vocational education and training.
Broadly located in a framework rooted in critical/radical theory,
the book argues that the affordance of technologies surrounding the
fourth industrial revolution are constrained by their location
within a neoliberal, if not capitalist, logic. Thus, the impact of
this revolution will be experienced differently across European
regions as well as low and middle income economies. In order to
break this impasse, this book calls for a politics based on
non-reformist reforms, premised on an aspiration towards a socially
just society that transcends capitalism.
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Poems (Paperback)
James Avis Bartley
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R450
R374
Discovery Miles 3 740
Save R76 (17%)
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Ships in 10 - 15 working days
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This is an EXACT reproduction of a book published before 1923. This
IS NOT an OCR'd book with strange characters, introduced
typographical errors, and jumbled words. This book may have
occasional imperfections such as missing or blurred pages, poor
pictures, errant marks, etc. that were either part of the original
artifact, or were introduced by the scanning process. We believe
this work is culturally important, and despite the imperfections,
have elected to bring it back into print as part of our continuing
commitment to the preservation of printed works worldwide. We
appreciate your understanding of the imperfections in the
preservation process, and hope you enjoy this valuable book.
This is a reproduction of a book published before 1923. This book
may have occasional imperfections such as missing or blurred pages,
poor pictures, errant marks, etc. that were either part of the
original artifact, or were introduced by the scanning process. We
believe this work is culturally important, and despite the
imperfections, have elected to bring it back into print as part of
our continuing commitment to the preservation of printed works
worldwide. We appreciate your understanding of the imperfections in
the preservation process, and hope you enjoy this valuable book.
++++ The below data was compiled from various identification fields
in the bibliographic record of this title. This data is provided as
an additional tool in helping to ensure edition identification:
++++ Poems, Volume 230; Poems; James Avis Bartley James Avis
Bartley Jeffersonian Printing Office, 1882 Albemarle County (Va.);
Charlottesville (Va.)
This scarce antiquarian book is a selection from Kessinger
PublishingAcentsa -a centss Legacy Reprint Series. Due to its age,
it may contain imperfections such as marks, notations, marginalia
and flawed pages. Because we believe this work is culturally
important, we have made it available as part of our commitment to
protecting, preserving, and promoting the world's literature.
Kessinger Publishing is the place to find hundreds of thousands of
rare and hard-to-find books with something of interest for e
These Poems were written with pleasure; if they be read with
pleasure I shall be requited amply. How often the Guardian Angel of
the Father of Virginia in surpassing loveliness rose before my
imagining eyes ' (Excerpt from Author's Prefatory Letter to the
Public)
James Avis develops an important argument in this wide-ranging
book, in which questions of social justice play a central role. He
explores the socio-economic and policy context of education in
advanced capitalist societies, and indicates the manner in which
the rhetoric of policy-makers distorts the way in which skill is
marshalled in the economy. The result is that oppressive and
exploitative features of paid labour are underplayed in this
rhetoric. He examines the lived experiences of teachers and
students in post-compulsory education and explores their
contradictory positions. If questions of social justice are to be
addressed, an economically driven model of education should be
rejected in favour of one that is politically engaged and utilises
an expansive model of practice, extending into the wider society.
James Avis develops an important argument in this wide-ranging
book, in which questions of social justice play a central role. He
explores the socio-economic and policy context of education in
advanced capitalist societies, and indicates the manner in which
the rhetoric of policy-makers distorts the way in which skill is
marshalled in the economy. The result is that oppressive and
exploitative features of paid labour are underplayed in this
rhetoric. He examines the lived experiences of teachers and
students in post-compulsory education and explores their
contradictory positions. If questions of social justice are to be
addressed, an economically driven model of education should be
rejected in favour of one that is politically engaged and utilises
an expansive model of practice, extending into the wider society.
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