British Journal of Sociology of Education, vol. 29, 2008, p. 677-689
Recent UK government strategies promote lifelong learning almost exclusively as a mechanism to equip individuals to remain employable in an ever-changing job market. This article shows that people are motivated to learn across the life course by desires other than those connected with advancing their careers. Evidence is drawn from Learning Lives, a Teaching and Learning Research Programme-funded research project that uses the life history method to explore themes of agency, identity and learning across the life course. The idea that individuals must be part of a shared national mission to achieve world class skills does not accommodate the complex individual desires that lead people to act.
N. Macnab, J. Visser and H. Daniels
British Journal of Special Education, vol. 35, 2008, p. 241-246
This article explores the implications of placing young people with social, emotional and behavioural difficulties (SEBD) in colleges of further education in England. It reflects on findings from a research project that was designed to examine practice and provision in further education for students aged 14-16 years with SEBD. There was a suspicion among college staff that that schools were using the transition to college as an alternative to expulsion for some difficult young people. This form of 'managed transfer' raised real issues in colleges, especially when teaching staff failed to appreciate the appeal of educating young people with SEBD. The authors note the need for skilled and committed adults to build relationships with these young people in order to promote their social inclusion. Such an approach will require professional development among staff.