Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

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The New Economics for Industry, Government, Education

Case Study Research in Educational Settings

Heutagogy, a form of self-determined learning with practices and principles rooted in andragogy, has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today’s workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media. The renewed interest in heutagogy is partially due to the ubiquitousness of Web 2.0, and the affordances provided by the technology. With its learner-centered design, Web 2.0 offers an environment that supports a heutagogical approach, most importantly by supporting development of learner-generated content and learner self-directedness in information discovery and in defining the learning path. Based on an extensive review of the current literature and research, this article defines and discusses the concepts of andragogy and heutagogy and describes the role of Web 2.0 in supporting a heutagogical learning approach. Examples of institutional programs that have incorporated heutagogical approaches are also presented; based on these examples and research results, course design elements that are characteristic of heutagogy are identified. The article provides a basis for discussion and research into heutagogy as a theory for guiding the use of new technologies in distance education.

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Heutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-Determined Learning.

Official accounts of learning in vocational education and training emphasise the acquisition of technical skills and knowledge to foster behavioural competence in the workplace. However, such accounts fail to acknowledge the relationship between learning and identity. Drawing on detailed case studies of three vocational courses – in childcare, healthcare and engineering – in English further education colleges, within the project Transforming Learning Cultures in Further Education, it is argued that learning is a process of becoming. Learning cultures and the vocational cultures in which they are steeped transform those who enter them. The authors develop the concept of ‘vocational habitus’ to explain a central aspect of students' experience, as they have to orient to a particular set of dispositions – both idealised and realised. Predispositions related to gender, family background and specific locations within the working class are necessary, but not sufficient for effective learning. Vocational habitus reinforces and develops these in line with demands of the workplace, although it may reproduce social inequalities at the same time. Vocational habitus involves developing not only a ‘sense’ of how to be, but also ‘sensibility’: requisite feelings and morals, and the capacity for emotional labour.

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Learning as Becoming in Vocational Education and Training: Class, Gender and the Role of Vocational Habitus.

The role of the teacher mentor is becoming increasingly widespread and sophisticated, not least in the field of teacher education The book surveys theoretical underpinnings of mentoring It applies the theories and practice of mentoring to initial teacher training, teacher induction, assessment, and to institutional staff development

Issues in Mentoring

The book is an interactive manual of skills for teachers in further education. It covers all the major activities that an FE teacher is likely to be asked to undertake.

Teaching in Further Education

This paper examines the evolution of the role of Teaching Assistant (TA) in particular since Estelle Morris's seminal speech in 2001. It argues that, while the TA role is only one among many support staff roles in schools, it suffers from lack of precise definition. The paper uses research and literature to create a typology of TA roles with a view to clarifying the employment and training of TAs. It notes the shifts in government thinking on this contentious issue.

Towards a typology for conceptualizing the roles of teaching assistants

Teachers of pupils with learning difficulties will be more than aware of the phenomenon of ‘learning loss’. Indeed, most build into their teaching programme elements of revision and recovery, particularly after the long summer break. Here Trevor Kerry and Brent Davies take us through the research into this issue and alternative school calendar years. They conclude there are enormous advantages in different cycles and even propose a multitracking solution.

Summer Learning Loss: The Evidence and a Possible Solution

This is a manual of practical skills in the identified fields, which are based on sound theoretical constructs. It is an interactive text, which allows practice and consolidation of teaching skills.

Trevor Kerry

Papers

Issues in Mentoring

Teaching in Further Education

Towards a typology for conceptualizing the roles of teaching assistants

Summer Learning Loss: The Evidence and a Possible Solution

Explaining and Questioning