A service, a ‘way of working’, or a profession? A discourse analysis of community education/community learning and development in Scotland.
Community-based informal education, like other practices, is fundamentally shaped by the discourses under which it is constituted. In Scotland, since 1975, the practice has been formally established by government policy as an amalgam of youth work, adult education and community development under a d...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 34; no. 3; pp. 394 - 411 |
|---|---|
| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Taylor & Francis Ltd
Jul2013
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=89100473&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 89100473 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Jul2013 vid: 34 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 89100473 10.1080/01596306.2012.717192 ppf: 394 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P size: 118KB tig: atl: A service, a ‘way of working’, or a profession? A discourse analysis of community education/community learning and development in Scotland. aug: au: Mackie, Gordon Sercombe, Howard Ryan, Anne affil: Community Education, University of Strathclyde, Glasgow, UK su: Nonformal education Government policy Youth workers (Social services) Adult education Professionalism Scotland sug: subj: Scotland Nonformal education Government policy Youth workers (Social services) Adult education Professionalism keyword: adult community competency managerialism professionalisation youth ab: Community-based informal education, like other practices, is fundamentally shaped by the discourses under which it is constituted. In Scotland, since 1975, the practice has been formally established by government policy as an amalgam of youth work, adult education and community development under a discourse of informal education. This combination carries its own internal tensions alongside the continually contested relationship between the field of practice and the State. This study analyses key documents in order to chart the shifts in discourse around the constitution of Community Education/Community Learning and Development since 1975. The analysis reveals the force of managerialist discourses which transformed understandings of the practice from post-war welfare state discourses as a service, to its reshaping as technique under New Labour. Current discursive work is directed to its reconstitution (still somewhat ambivalently) as a profession. This ‘re-professionalisation’ connects with similar movements in medicine, social work, parole and teaching which are attempting to reduce the costs of actuarial disciplinary techniques (in record-keeping, reporting and the generation of outcome data) by returning professional trust and judgement to practitioners. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2013 holdings: @attributes: islocal: N |
|---|