Reinforcing the ‘diminished’ subject? The implications of the ‘vulnerability zeitgeist’ for well-being in educational settings

Pessimistic discourses about crises in youth and children's well-being, mental health and vulnerability permeate English educational policy and practice. These generate vague and slippery elisions of wellbeing and mental health, and the related rise of an ad hoc, confusing market of psycho-emotional interventions promoted by new types of 'pay-experts'. Revisiting earlier arguments that these developments depict a ‘diminished’ human subject, we propose that the incoherent state of policy, much research and practice in this area warrants robust challenge and critique. In particular, more precision about key concepts of social and emotional learning, mental health and wellbeing, a reining in of universal programmes, and serious interest in the types of curriculum that can offer richer, more meaningful alternatives to developing wellbeing in educational settings

Formality and informality in the summative assessment of motor vehicle apprentices: a case study

This article explores the interaction of formal and informal attributes of competence‐based assessment. Specifically, it presents evidence from a small qualitative case study of summative assessment practices for competence‐based qualifications within apprenticeships in the motor industry in England. The data are analysed through applying an adaptation of a framework for exploring the interplay of formality and informality in learning. This analysis reveals informal mentoring as a significant element which influences not only the process of assessment, but also its outcomes. We offer different possible interpretations of the data and their analysis, and conclude that, whichever interpretation is adopted, there appears to be a need for greater capacity‐building for assessors at a local level. This could acknowledge a more holistic role for assessors; recognise the importance of assessors’ informal practices in the formal retention and achievement of apprentices; and enhance awareness of inequalities that may be reinforced by both informal and formal attributes of assessment practices

Collaboration and contestation in further and higher education partnerships in England: a Bourdieusian field analysis

Internationally, ‘College for All’ policies are creating new forms of vocational higher education (HE), and shifting relationships between HE and further education (FE) institutions. In this paper, we consider the way in which this is being implemented in England, drawing on a detailed qualitative case study of a regional HE–FE partnership to widen participation. We focus on the complex mix of collaboration and contestation that arose within it, and how these affected socially differentiated groups of students following high- and low-status routes through its provision. We outline Bourdieu’s concept of ‘field’ as a framework for our analysis and interpretation, including its theoretical ambiguities regarding the definition and scale of fields. Through hermeneutic dialogue between data and theory, we tentatively suggest that such partnerships represent bridges between HE and FE. These bridges are strong between higher-status institutions, but highly contested between lower-status institutions competing closely for distinction. We conclude that the trajectories and outcomes for socially disadvantaged students require attention and collective action to address the inequalities they face, and that our theoretical approach may have wider international relevance beyond the English case

Meta-analyses from a collaborative project in mobile lifelong learning

This paper focuses on the use of mobile technologies in relation to the aims of the European Union’s Lifelong Learning programme. First, we explain the background to the notion of mobile lifelong learning. We then present a methodological framework to analyse and identify good practices in mobile lifelong learning, based on the outcomes of the MOTILL project (“Mobile Technologies in Lifelong Learning: best practices”). In particular, we give an account of the methodology adopted to carry out meta-analyses of published literature and accounts of mobile learning experiences. Furthermore, we present the results of an implementation of our Evaluation Grid and the implications arising from it in terms of management, pedagogy, policies and ethical issues. Finally we discuss lessons learnt and future work

Trust Within Reason: How to Trump the Hermeneutics of Suspicion on Campus

This chapter looks at the Prevent duty in the British university sector, arguing that social trust has been eroded by the process. It infantilises those who are expected to carry out this duty and empowers the state over the individual in ascertaining radicalisation on campus. The Prevent duty in its current shape homogenises the Muslim community and reduces the relationship of trust between the state and its minority population. Muslims in public professions struggle to step outside the frame of radicalisation and Islamic extremism. In an age where slivers of data about individuals and groups are marketable commodities, the disproportionate focus on Islamic extremism works to diminish Muslims and also diminishes the rest of us, who become complicit

Towards a new privacy: Totalitarianism, emotion and management discourse

This article reviews some leadership and management literature dealing with emotional demands in professional contexts. An image of the ‘real self’, requiring emotional privacy, is highly valued by individuals subjected to intense emotional demands. It is argued that the ‘real self’ and emotional privacy ought to be defended against emotional ‘totalitarianism’ at work in high performance education contexts. The writings of George Orwell are employed both to develop an understanding of totalitarianism and consider how it can be resisted. Orwell prized the ideal of the ‘real self’, and it is argued that recent management literature does not give sufficient consideration to understanding and protecting ‘private’ emotions. It is argued that management discourse, demanding increasing levels of ‘emotional labour’, might be working from an imperfect or incomplete understanding of emotional experience as it is actually lived. An analysis of an article from The Academy of Management Review exemplifies managerial preoccupation with emotional effectiveness, without considering how such effectiveness connects with other life contexts. Ideas taken from Orwell are proposed to develop and fortify an ideal of emotional privacy, making explicit links between emotions and the society in which emotions are nurtured and understood