This paper examines recent empirical work on the lived experience of learners in postcompulsory education. The starting point is a brief examination of the socioeconomic context of the sector. Despite the sophistication of analyses of learning cultures, a more radical approach is needed. Failure to do so renders these analyses amenable to appropriation by 'new labour modernisers.
|Number of pages||14|
|Journal||British Journal of Sociology of Education|
|Publication status||Published - 1 Jul 2006|