Researching learning in and out of school: A narradigmatic approach (2010)
Book Chapter
Andrews, J. (2010). Researching learning in and out of school: A narradigmatic approach. In A. Bathmaker, & P. Harnett (Eds.), Exploring Learning, Identity and Power through Life History and Narrative Research (84-96). Oxford: Routledge

This chapter reports on empirical data collected as part of an ESRC funded project as part of the TLRP entitled 'Home-school knowledge exchange in primary education'. The data form part of a qualitative case study exploring out of school learning of... Read More about Researching learning in and out of school: A narradigmatic approach.

Appropriation of mobile cultural resources for learning (2010)
Journal Article
Pachler, N., Cook, J., & Bachmair, B. (2010). Appropriation of mobile cultural resources for learning. International Journal of Mobile and Blended Learning, 2(1), 1-21. https://doi.org/10.4018/jmbl.2010010101

Copyright © 2010 IGI Global. This article proposes appropriation as the key for the recognition of mobile devices - as well as the artefacts accessed through, and produced with them - as cultural resources across different cultural practices of use,... Read More about Appropriation of mobile cultural resources for learning.

Changing class and gendered identities through re-engaging with education: Tensions revealed in narrative accounts from two studies of adult returners (2009)
Presentation / Conference
Waller, R., & Bovill, H. (2009, April). Changing class and gendered identities through re-engaging with education: Tensions revealed in narrative accounts from two studies of adult returners. Presented at BSA 2009 Annual Conference, Cardiff City Hall, Cardiff, UK

Education, equality and the European social model (2009)
Book Chapter
Brine, J., Rasmussen, P., Lynch, K., Boyadjieva, P., Peters, M. A., & Sunker, H. (2009). Education, equality and the European social model. In R. Dale, & S. Robertson (Eds.), Globalisation & Europeanisation in Education (159-177). Oxford: Symposium Books

Social welfare and education have been themes in European collaboration since the early days of the Treaty of Rome. Especially after the establishment in 2000 of the Lisbon agenda the EU has stepped up its efforts in these two areas and has integrate... Read More about Education, equality and the European social model.

A balancing act: Blending local, regional, national, European and global contexts (2009)
Book Chapter
Harnett, P. (2009). A balancing act: Blending local, regional, national, European and global contexts. In S. Aktekin, P. Harnett, M. Ozturk, & D. Smart (Eds.), Teaching History and Social Studies for Multicultural Europe. Ankara: Harf Egitim Yayinciligi

Leisure in the landscape: Rural incomes and public benefits (2008)
Book Chapter
Curry, N. (2008). Leisure in the landscape: Rural incomes and public benefits. In A. Bonn, T. Allott, K. Hubacek, & J. Stewart (Eds.), Drivers of Environmental Change in Uplands. London: Routledge

The boundaries of competency within Lisbon and Bologna: The short-cycle/foundation learner (2008)
Journal Article
Brine, J. (2008). The boundaries of competency within Lisbon and Bologna: The short-cycle/foundation learner. European Educational Research Journal, 7(3), 344-357. https://doi.org/10.2304/eerj.2008.7.3.344

The concept of competency is considered both in relation to the educational competency of the short-cycle student described in the 'Dublin Descriptors' of the Bologna Process and in the European Commission's European Qualifications Framework, and in... Read More about The boundaries of competency within Lisbon and Bologna: The short-cycle/foundation learner.

Ten steps policy analysis: constructed subjects and dominant discourses (2008)
Presentation / Conference
Brine, J. (2008, April). Ten steps policy analysis: constructed subjects and dominant discourses. Presented at Research Workshop, Leeds Metropolitan University

This presentation, given to doctoral students at Leeds Metropolitan University, 2008, details a 10-step approach to reading the policy text. The powerpoint presentation provides an example of this.

Bridging the gap? Mobile phones at the interface between informal and formal learning (2008)
Journal Article
Cook, J., Pachler, N., & Bradley, C. (2008). Bridging the gap? Mobile phones at the interface between informal and formal learning

This paper reports on a study of the use of high-end mobile phones for off-site and on-campus mobile learning. The aim of the study was to investigate how mobile devices are being integrated by learners in their informal-private ‘space’ and what use... Read More about Bridging the gap? Mobile phones at the interface between informal and formal learning.

What has happened to curriculum breadth and balance within primary schools? (2008)
Book Chapter
Harnett, P., & Vinney, M. (2008). What has happened to curriculum breadth and balance within primary schools?. In P. Harnett (Ed.), Understanding primary education. Developing professional attributes, knowledge and skills. London: Routledge

The impact of skills for Life on adult basic skills in England: How should we interpret trends in participation and achievement? (2007)
Journal Article
Bathmaker, A. M. (2007). The impact of skills for Life on adult basic skills in England: How should we interpret trends in participation and achievement?. International Journal of Lifelong Education, 26(3), 295-313. https://doi.org/10.1080/02601370701362283

The English Skills for Life strategy symbolises the prominent place that adult basic skills have claimed in education and training policy in England since the beginning of this century. The strategy aims to improve the skills of a large number of lea... Read More about The impact of skills for Life on adult basic skills in England: How should we interpret trends in participation and achievement?.

Lifelong learning and the knowledge economy: Those that know and those that do not - The discourse of the European Union (2006)
Journal Article
Brine, J. (2006). Lifelong learning and the knowledge economy: Those that know and those that do not - The discourse of the European Union. British Educational Research Journal, 32(5), 649-665. https://doi.org/10.1080/01411920600895676

This article is based on a textual analysis of European Commission documents that, from 1993 to 2006, construct the discourses of lifelong learning and the knowledge economy. Exploring an apparent conceptual laxity, it finds absolute consistency in t... Read More about Lifelong learning and the knowledge economy: Those that know and those that do not - The discourse of the European Union.

Through a different lens: Exploring Reggio Emilia in a Welsh context (2006)
Presentation / Conference
Maynard, T., & Chicken, S. (2006, September). Through a different lens: Exploring Reggio Emilia in a Welsh context. Presented at BERA, University of Warwick

‘i don’t feel like ‘a student’, i feel like ‘me’!’: The over‐simplification of mature learners’ experience(s) (2006)
Journal Article
Waller, R. (2006). ‘i don’t feel like ‘a student’, i feel like ‘me’!’: The over‐simplification of mature learners’ experience(s). Research in Post-Compulsory Education, 11(1), 115-130. https://doi.org/10.1080/13596740500508019

Many studies of mature students within further and higher education portray them as a distinct social category with particular shared characteristics. Such representations are sometimes sub‐divided further along lines of social division. For instance... Read More about ‘i don’t feel like ‘a student’, i feel like ‘me’!’: The over‐simplification of mature learners’ experience(s).

Becoming a lecturer in further education in England: The construction of professional identity and the role of communities of practice (2005)
Journal Article
Avis, J., & Bathmaker, A. M. (2005). Becoming a lecturer in further education in England: The construction of professional identity and the role of communities of practice. Journal of Education for Teaching, 31(1), 47-62. https://doi.org/10.1080/02607470500043771

Further education colleges in England offer a wide range of post-school education and training provision. Recently they have undergone major transformations that have resulted in considerable changes to the work of those teaching in them. In this pap... Read More about Becoming a lecturer in further education in England: The construction of professional identity and the role of communities of practice.

Importance and impotence? learning, outcomes and research in further education (2005)
Journal Article
James, D. (2005). Importance and impotence? learning, outcomes and research in further education. Curriculum Journal, 16(1), 83-96. https://doi.org/10.1080/0958517042000336827

One of the defining features of the Teaching and Learning Research Programme is that it ‘aims to improve outcomes for learners of all ages in teaching and learning contexts across the UK’. This article argues that, although it is possible to use the... Read More about Importance and impotence? learning, outcomes and research in further education.

Working-class women on an Access course: Risk, opportunity and (re)constructing identities (2004)
Journal Article
Brine, J., & Waller, R. (2004). Working-class women on an Access course: Risk, opportunity and (re)constructing identities. Gender and Education, 16(1), 97-113. https://doi.org/10.1080/0954025032000170363

Framed by discourses of lifelong learning and widening participation, further education Access to University courses attract mature students from a range of social backgrounds. This paper focuses on eight women students who, to varying degrees, share... Read More about Working-class women on an Access course: Risk, opportunity and (re)constructing identities.

‘I really hated school, and couldn’t wait to get out!’: Reflections on ‘a wasted opportunity’ amongst access to HE students. (2004)
Journal Article
Waller, R. (2004). ‘I really hated school, and couldn’t wait to get out!’: Reflections on ‘a wasted opportunity’ amongst access to HE students. Journal of Access Policy and Practice, 2(1), 24-43

In constructing a narrative account of our lives, we may recall experiences of schooling with a mixture of resentment and regret, and perhaps a sense of ‘wasted opportunities’. This is particularly true if school has left us with a fragile academic s... Read More about ‘I really hated school, and couldn’t wait to get out!’: Reflections on ‘a wasted opportunity’ amongst access to HE students..

The European Social Fund and the EU: Flexibility, growth, stability (2002)
Book
Brine, J. (2002). The European Social Fund and the EU: Flexibility, growth, stability. Continuum/Sheffield Academic Press

This book is based on an original and sustained analysis of European Commission policy texts related to the European Social Fund (ESF) and its broader educational, socio-economic and political context. The work is based on a rigorous library and inte... Read More about The European Social Fund and the EU: Flexibility, growth, stability.

Further education participation, European expansion and European erasure (2002)
Journal Article
Brine, J. (2002). Further education participation, European expansion and European erasure. British Educational Research Journal, 28(1), 21-36. https://doi.org/10.1080/01411920120109720

From within the context of the planned expansion of the European Union (EU) to include the 12 applicant states from central and eastern Europe and the predicted reduction of the European financial support given to the UK, the article draws on empiric... Read More about Further education participation, European expansion and European erasure.