Civilising the Natives? Liberal Studies in Further Education Revisited

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Abstract

ABSTRACT: This paper uses Basil Bernstein’s work on pedagogic discourses to examine a largely neglected facet of the history of vocational education – the liberal studies movement in English further education colleges. Initially, the paper discusses some of the competing conceptions of education, work and society which underpinned the rise and fall of the liberal studies movement – if indeed it can be described as such. The paper then draws on data from interviews with former liberal and general studies lecturers to focus on the ways in which different variants of liberal studies were, over time, implicated in inculcating certain forms of knowledge in vocational learners. Whilst it is acknowledged that liberal and general studies always represented contested territory and that it was highly variable both in terms of content and quality, the paper argues that, at least under certain circumstances, liberal studies provided young working-class people with the opportunity to locate their experiences of vocational learning within a critical framework that is largely absent from further education today. This, it is argued, can be conceptualised as an engagement with what Bernstein described as ‘powerful knowledge’.

Original languageEnglish
Pages (from-to)85-101
Number of pages17
JournalBritish Journal of Educational Studies
Volume63
Issue number1
DOIs
Publication statusPublished - 2 Jan 2015

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further education
conception of education
Vocational Education
pedagogics
working class
university teacher
discourse
history
interview
learning
experience
Society
time

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Civilising the Natives? Liberal Studies in Further Education Revisited. / Simmons, Robin.

In: British Journal of Educational Studies, Vol. 63, No. 1, 02.01.2015, p. 85-101.

Research output: Contribution to journalArticle

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