Teacher educators in post‐compulsory education: gender, discourse and power

Abstract

The SDGs mark the clearest global acceptance yet that the previous approach to development was unsustainable. In VET, UNESCO has responded by developing a clear account of how a transformed VET must be part of a transformative approach to development. It argues that credible, comprehensive skills systems can be built that can support individuals, communities, and organisations to generate and maintain enhanced and just livelihood opportunities. However, the major current theoretical approaches to VET are not up to this challenge. In the context of Africa, we seek to address this problem through a presentation of literatures that contribute to the theorisation of this new vision. They agree that the world is not made up of atomised individuals guided by a "hidden hand". Rather, reality is heavily structured within political economies that have emerged out of contestations and compromises in specific historical and geographical spaces. Thus, labour markets and education and training systems have arisen, characterised by inequalities and exclusions. These specific forms profoundly influence individuals' and communities' views about the value of different forms of learning and working. However, they do not fully define what individuals dream, think and do. Rather, a transformed and transformative VET for Africa is possible.

Gender, work and identity: a case study from the English further education sector

“…However, such an approach offers an incomplete explanation. As Simmons and Thompson (2007) argue, a fuller understanding can only be gained at the intersection of structural and post-structural perspectives. The construction of women's identities, their individual decisions made in the light of a range of professional, personal and family circumstances and the increased emphasis placed upon caring and nurturing in FE may also be significant factors in drawing more women into colleges.…”

“…Although, as Simmons and Thompson (2007) highlight, the traditional culture of LEAs was often seen as one of 'jobs for the boys', recent research suggests a continuing lack of transparency in recruitment and selection (Metcalf et al 2005). In examining the appointment of teacher educators in FE colleges Noel's (2006) research shows evidence of the circumvention of formal recruitment and selection procedures and the strong influence of 'word of mouth'.…”

“…In addition to the 'organic' change in the FE workforce that has accompanied the demise of many of Britain's traditional industries, the increased proportion of women in FE may also be associated with cultural changes that have taken place as a consequence of central government intervention and resultant changes in the organisation, funding and management of the sector (Simmons and Thompson 2007). When FE colleges were under LEA control they were criticised as lacking dynamism due to the peculiarities and traditions of municipal bureaucracy and a lack of financial accountability (Ainley and Bailey 1997, 6-7).…”

“…Arguably a significant reason for the feminisation of FE is due to the diminished circumstances that now characterise much work in the sector (Cole 2000, 213). As Simmons and Thompson (2007) highlight, such trends could be explained through a traditional structuralist approach -for example, a labour process analysis based upon the work of Braverman (1974).…”

“…It is argued that in addition to a numerical feminisation, the presence of increasing numbers of women in FE is also leading to a degree of cultural feminisation in the workplace. In examining such trends the paper develops the work of Simmons and Thompson (2007). It is argued that the increasing numerical and cultural feminisation of FE can be best understood through the application of structuralist and post-structuralist perspectives.…”