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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.

‘i don’t feel like ‘a student’, i feel like ‘me’!’: The over‐simplification of mature learners’ experience(s) (2006)
Journal Article
Waller, R., & 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.

“Everybody gets one or two chances in life, this is my second!”: Risk and the construction of (mature) students’ biographies (2002)
Journal Article
Waller, R. (2002). “Everybody gets one or two chances in life, this is my second!”: Risk and the construction of (mature) students’ biographies

This article presents preliminary findings from a PhD study that began in September 2001. It seeks to outline provisional thoughts as to how the notion of risk influences the construction of biographies for mature students on an Access course at a Fu... Read More about “Everybody gets one or two chances in life, this is my second!”: Risk and the construction of (mature) students’ biographies.

'I want to prove to myself that I can do this!': Risk and uncertainty in the construction of personal biographies for access students (2002)
Journal Article
Waller, R. (2002). 'I want to prove to myself that I can do this!': Risk and uncertainty in the construction of personal biographies for access students

This paper is a preliminary discussion of research findings from a PhD study that began within UWE’s Education Faculty in September 2001. It will seek to outline provisional thoughts as to how notions of risk and uncertainty are employed in the const... Read More about 'I want to prove to myself that I can do this!': Risk and uncertainty in the construction of personal biographies for access students.

Virtual worlds for learning
Book Chapter
Savin-Baden, M., Falconer, L., Wimpenny, K., & Callaghan, M. (2017). Virtual worlds for learning. In E. Duval, M. Sharples, & R. Sutherland (Eds.), Technology Enhanced Learning: Research ThemesSpringer

This book provides an overview of the state-of-the-art in Technology Enhanced Learning (TEL). It is organized as a collection of 21 clusters or research themes, each introduced by leading experts and including references to the most relevant literatu... Read More about Virtual worlds for learning.

What kind of student am I?: Transition talk and investment in learning
Report
Brooks, K., & Kelly, K. What kind of student am I?: Transition talk and investment in learning

The transition from ‘fresher’ to graduate has been widely conceptualised as a ‘learning journey’. This paper is an attempt to apply a broadly discursive approach to the study of the transition from school or college to the first year of university t... Read More about What kind of student am I?: Transition talk and investment in learning.

EU digital media policies and education: The challenge of a digital agenda for Europe
Book Chapter
Costa, C., & Murphy, M. EU digital media policies and education: The challenge of a digital agenda for Europe. In S. St John, & M. Murphy (Eds.), Education and Public Policy in the European Union: Crossing boundariesPalgrave Macmillan

Media and communication practices are of core importance to the intent of a European knowledge society that thrives to be competitive and aims to be inclusive. Media and communication policies at the European level date back from the 1970s with the i... Read More about EU digital media policies and education: The challenge of a digital agenda for Europe.