Locating post-16 professionalism: public spaces as dissenting spaces

Dennis, Carol Azumah

doi:10.1080/13596748.2015.993875

Cited by 5 publications

(3 citation statements)

References 12 publications

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“…When FE colleges engage in ethical action, they become public spaces, spaces of ‘friendship without intimacy’ (Arendt, 1958: 243), within which college leaders, teachers, employers, parents, politicians and students appear before each other in their natality and plurality. This image of the FE college as a public space (Dennis, 2015) is consistent with Hodgson and Spours’ (2015) notion of the post-incorporation college as a regional economic and vocational hub. This is a space of interdependence and unpredictability in which leadership and followership dissolve as distinct categories, all participants are both leaders and followers.…”

Section: Conclusion: Opening Possibilitiessupporting

confidence: 83%

Further education, leadership and ethical action: Thinking with Hannah Arendt

Dennis¹,

Springbett²,

Walker³

2017

Educational Management Administration & Leadership

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In this paper, we work with the philosophy of Hannah Arendt to explore ethics and leadership in further education (FE), focusing on how leaders define the ethical compromises implied by austerity. Using questionnaires, interviews and observations we developed 10 case studies. It is not our intention to elaborate upon ethical leadership as a construct. Instead, we are concerned with how leaders in FE frame the challenges they face. Three narrative strands were identified in our data. Inspired by Arendt’s (1958) political anthropology, we used her distinction between labour, work and action as a conceptual frame to ground the storied accounts. We conceptualised ethical labour and ethical work as two pervasive but nonetheless constraining modes of ethical deliberation. A third construct, ethical action enabled us to envision a more expansive mode of ethical reasoning. Our conclusion suggests a way out of what we view as the ethical impoverishment of FE. A more secure ethical future for FE colleges is possible when leaders engage in expansive modes of ethical deliberation, ones that appreciate ‘plurality and natality’ (Arendt, 1958): what we have in common and what makes each of us unique. In such spaces staff, students and interested others make meaning of their work together, developing shared commitments to educational flourishing.

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Section: Conclusion: Opening Possibilitiessupporting

confidence: 83%

Further education, leadership and ethical action: Thinking with Hannah Arendt

Dennis¹,

Springbett²,

Walker³

2017

Educational Management Administration & Leadership

Self Cite

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“…One of the major issues of professionalism surrounded the non-compulsion to hold a teaching qualification. A report by the Further Education Funding Council in 1999 [44] indicated that only 59% of tutors in FE had a full level 4 teaching qualification. Dennis [44] notes the attempt to professionalise the sector with lecturers needing to have Qualified Teacher in Learning and Skills (QTLS) status coupled with membership of the IfL.…”

Section: Teaching Qualifications and Professional Recognitionmentioning

confidence: 99%

“…A report by the Further Education Funding Council in 1999 [44] indicated that only 59% of tutors in FE had a full level 4 teaching qualification. Dennis [44] notes the attempt to professionalise the sector with lecturers needing to have Qualified Teacher in Learning and Skills (QTLS) status coupled with membership of the IfL. This attempted to give priority with the status held by qualified teachers who were required to have QTS (qualified teacher status) and were regulated as members of the General Teaching Council (GTC).…”

Section: Teaching Qualifications and Professional Recognitionmentioning

confidence: 99%

Considering the mystery of professionalism: Further education in the UK

Johnston,

Johnston

2024

Forum Edu. Stud.

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The paper considers the concept of professionalism, within the UK Further Education (FE) through an analysis of the literature. The paper identifies professionalism as a key feature of the changing landscape within UK FE since the Further and Higher Education Act (1992) which incorporated FE Colleges, allowing them levels of autonomy and discretion not seen before. With it, came new staffing contracts and changes to the expectations of a ‘professionalised’ staff teams. This paper suggests that despite 30 years having passed since incorporation, FE Colleges and their management still struggle with the concept of professionalism and its reality, noting particularly the dysfunctional nature of the sector and its difficulty in having a defined identity.

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The professional identities of teacher educators in three further education colleges: an entanglement of discourse and practice

Springbett

2017

Journal of Education for Teaching

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Locating post-16 professionalism: public spaces as dissenting spaces

Cited by 5 publications

References 12 publications

Further education, leadership and ethical action: Thinking with Hannah Arendt

Further education, leadership and ethical action: Thinking with Hannah Arendt

Considering the mystery of professionalism: Further education in the UK

The professional identities of teacher educators in three further education colleges: an entanglement of discourse and practice

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