Faculty of Education - Research Publications
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ItemIntroduction(SAGE PUBLICATIONS LTD, 2007-09)
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ItemIssues of identity and knowledge in the schooling of VET: A case study of lifelong learning(Taylor & Francis (Routledge), 2005-05-01)This article discusses two school-based case studies of vocational education and training in the areas of information technology and hospitality from the perspective of the agendas of 'lifelong learning'. Lifelong learning can be seen as both a policy goal leading to institutional and programme reforms and as a process which fosters in learners identities that enable them to thrive in the circumstances of contemporary life. These case studies suggest that current approaches to vocational education and training in schools are enacting the first but not the second of these agendas. Institutional barriers are being removed and work placements drawn in to schooling programmes. However, the pedagogy, assessment and curriculum of the programmes emphasizes short-term (and conflicting) knowledge objectives rather than orientations to flexible lifelong learning. We argue that it is teachers rather than the students who are thrust most forcibly into adopting new learner-worker identities consonant with the attributes of 'lifelong learners' and the demands of the contemporary workplace.
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ItemIs Impact a Measure of Quality? Some Reflections on the Research Quality and Impact Assessment Agendas(SAGE PUBLICATIONS LTD, 2005-12)This article uses the development of a ‘Research Quality Framework’ in Australia as a focus for reflection on the way in which quality is assessed in relation to education research, and a consideration of the role and situation of a national association of education research in relation to that. The study examines ways in which ‘quality’ and ‘impact’ are being defined in particular practices, and how the broader context of the status of education research impacts on debates and strategies with regard to quality. It is argued that the current focus on measures of quality assessment need to be re-coupled with more attention to contexts of production of education research and the issue of how quality research can be developed. It is argued too that education research associations do need to engage with the quality assessment exercises, but that doing this will pose some real tensions for them.