“…To do this is, though, a highly modernist approach to the problems of the managerial, marketised and post-Fordist (Avis, 1999(Avis, , 2002Salisbury et al, 2009), changes sweeping across the lifelong learning sector in the UK, as elsewhere in other northern European societies. As Savage and Warde (1993) have noted, modernity is itself 'double-edged': on the one hand it promises the 'self' ripe for active development -a personal identity project; and yet, on the other, the need to shape and mould self-identity comes with it risk and anxiety. For Savage and Warde modernity is thus 'disorderly' since it 'obliges individuals to experiment, to hope, to gamble and to be ambitious' (Savage and Warde, 1993: 150).…”