‘I don’t make out how important it is or anything’: identity and identity formation by part-time higher education students in an English further education college.

Journal article


Esmond, Bill 2012. ‘I don’t make out how important it is or anything’: identity and identity formation by part-time higher education students in an English further education college. Journal of Vocational Education and Training. 64 (3), pp. 351-364. https://doi.org/10.1080/13636820.2012.691537
AuthorsEsmond, Bill
Abstract

Policymakers in England have recently, in common with other Anglophone countries, encouraged the provision of higher education within vocational Further Education Colleges. Policy documents have emphasised the potential contribution of college-based students to widening participation: yet the same students contribute in turn to the difficulties of this provision. This article draws on a study of part-time higher education students in a college, a group whose perspectives, identities and voices have been particularly neglected by educational research. Respondents’ narratives of non-participation at 18 indicated the range of social and geographical constraints shaping their decisions and their aspirations beyond higher education; whilst they drew on vocational and adult traditions to legitimate college participation, their construction of identity was also shaped by the boundaries between further education and the university. These distinctive processes illustrate both possibilities and constraints for future higher education provision within colleges

Keywordsvocational higher education; HE in FE; Class; Adult learning; learning in life and work transitions
Year2012
JournalJournal of Vocational Education and Training
Journal citation64 (3), pp. 351-364
PublisherTaylor & Francis
ISSN1363-6820
1747-5090
Digital Object Identifier (DOI)https://doi.org/10.1080/13636820.2012.691537
Web address (URL)http://hdl.handle.net/10545/623437
hdl:10545/623437
Publication dates04 Jul 2012
Publication process dates
Deposited29 Jan 2019, 16:27
Accepted26 Apr 2012
ContributorsChesterfield College
File
File Access Level
Open
File
File Access Level
Open
Permalink -

https://repository.derby.ac.uk/item/943yv/-i-don-t-make-out-how-important-it-is-or-anything-identity-and-identity-formation-by-part-time-higher-education-students-in-an-english-further-education-college

Download files

  • 34
    total views
  • 6
    total downloads
  • 0
    views this month
  • 1
    downloads this month

Export as

Related outputs

Theorising VET: European Differences, Commonalities and Contestation
Esmond, B., Kaiser, F. and Avis, R. 2023. Theorising VET: European Differences, Commonalities and Contestation . European Conference on Educational Research (ECER), Vocational Education and Training Network (VETNET), Glasgow University.
Theorising VET without ‘VET theory’? Foundations and fragmentation of Anglophone VET research
Esmond, B. and Wedekind, V. 2023. Theorising VET without ‘VET theory’? Foundations and fragmentation of Anglophone VET research . bwp@ Berufs- und Wirtschaftspädagogik - online. Spezial (19), pp. 1-28.
Education, Skills and Social Justice in a Polarising World: Between Technical Elites and Welfare Vocationalism
Esmond, Bill and Atkins, Liz 2022. Education, Skills and Social Justice in a Polarising World: Between Technical Elites and Welfare Vocationalism. Routledge.
Between technological imperative and material culture: The chaîne opératoire of VET policy in England
Esmond, B. 2022. Between technological imperative and material culture: The chaîne opératoire of VET policy in England . in: Herrera, L. M., Teräs, M., Gougoulakis, P. and Kontio, J. (ed.) Learning, teaching and policy making in VET: Emerging Issues in Research on Vocational Education & Training Vol. 8 Stockholm Atlas . pp. 340-369
Teacher Educators in Vocational and Further Education
Esmond, B. 2022. Teacher Educators in Vocational and Further Education . Taylor & Francis. https://doi.org/10.1080/13636820.2022.2088643
Retrieving and recontextualising VET theory
Bill Esmond, Ketschau, T. J., Schmees, J. K., Steib, C. and Wedekind, V. 2022. Retrieving and recontextualising VET theory. bwp@ Berufs- und Wirtschaftspädagogik - online.
‘The industrious muse?’ Commodification and craft in further and higher education
Esmond, B. 2022. ‘The industrious muse?’ Commodification and craft in further and higher education . in: Broadhead, S. (ed.) The industrialisation of arts education London Palgrave McMillan. pp. 23–39
VET Realignment and the Development of Technical Elites: Learning at Work in England
Bill Esmond and Liz Atkins 2020. VET Realignment and the Development of Technical Elites: Learning at Work in England. International Journal for Research in Vocational Education and Training. https://doi.org/10.13152/ijrvet.7.2.4
Vocational teachers and workplace learning: integrative, complementary and implicit accounts of boundary crossing
Bill Esmond 2020. Vocational teachers and workplace learning: integrative, complementary and implicit accounts of boundary crossing. Studies in Continuing Education. https://doi.org/10.1080/0158037x.2020.1767564
Re-conceptualising VET: responses to covid-19
Avis, R., Atkins, L., Esmond, B. and McGrath, S. 2020. Re-conceptualising VET: responses to covid-19. Journal of Vocational Education and Training. 73 (1), pp. 1-23. https://doi.org/10.1080/13636820.2020.1861068
Emerging apprenticeship practitioner roles in England: conceptualising the subaltern educator
Esmond, Bill 2019. Emerging apprenticeship practitioner roles in England: conceptualising the subaltern educator. Vocations and Learning. https://doi.org/10.1007/s12186-019-09233-0
'Bridging' the gap between VET and higher education: permeability or perpetuation?
Esmond, Bill 2019. 'Bridging' the gap between VET and higher education: permeability or perpetuation? VETNET. https://doi.org/10.5281/zenodo.3457492.
The role of education and training in the development of technical elites: work experience and vulnerability
Esmond, Bill, Atkins, Liz and Suart, Rebecca 2019. The role of education and training in the development of technical elites: work experience and vulnerability. VETNET. https://doi.org/10.5281/zenodo.3457494
Higher/degree apprenticeships and the diversification of transitions in England
Esmond, Bill 2019. Higher/degree apprenticeships and the diversification of transitions in England.
Continental selections? Institutional actors and market mechanisms in post-16 education in England
Esmond, Bill 2019. Continental selections? Institutional actors and market mechanisms in post-16 education in England. Research in Post Compulsory Education.
Apprenticeship teaching in England: new practices, roles and professional formation for educators.
Esmond, Bill 2019. Apprenticeship teaching in England: new practices, roles and professional formation for educators.
Continental selections? Institutional actors and market mechanisms in post-16 education in England
Bill Esmond 2019. Continental selections? Institutional actors and market mechanisms in post-16 education in England. Research in Post-Compulsory Education. 24 (2-3), pp. 1-20. https://doi.org/10.1080/13596748.2019.1596434
Beyond comparative institutional analysis: a workplace turn in English TVET
Esmond, Bill 2018. Beyond comparative institutional analysis: a workplace turn in English TVET.
More morphostasis than morphogenesis? The ‘dual professionalism’ of English Further Education workshop tutors
Esmond, Bill and Wood, Hayley 2017. More morphostasis than morphogenesis? The ‘dual professionalism’ of English Further Education workshop tutors. Journal of Vocational Education and Training. https://doi.org/10.1080/13636820.2017.1309568
‘They get a qualification at the end of it, I think’: incidental workplace learning and technical education in England
Esmond, Bill 2017. ‘They get a qualification at the end of it, I think’: incidental workplace learning and technical education in England. Journal of Vocational Education and Training. 70 (2), pp. 1-20. https://doi.org/10.1080/13636820.2017.1393000
Part-time higher education in English colleges: Adult identities in diminishing spaces
Esmond, Bill 2016. Part-time higher education in English colleges: Adult identities in diminishing spaces. Studies in the Education of Adults. 47 (1). https://doi.org/10.1080/02660830.2015.11661672
Research methods teaching in vocational environments: developing critical engagement with knowledge?
Gray, Claire, Turner, Rebecca, Sutton, Carole, Petersen, Carolyn, Stevens, Sebastian, Swain, Julie, Esmond, Bill, Schofield, Cathy and Thackeray, Demelza 2015. Research methods teaching in vocational environments: developing critical engagement with knowledge? Journal of Vocational Education and Training. 67 (3), pp. 1-24. https://doi.org/10.1080/13636820.2015.1050443