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

Article


Colley, Helen, Chadderton, C. and Nixon, Lauren 2014. Collaboration and contestation in further and higher education partnerships in England: a Bourdieusian field analysis. Critical Studies in Education. 55 (2), pp. 104-121.
AuthorsColley, Helen, Chadderton, C. and Nixon, Lauren
Abstract

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.

JournalCritical Studies in Education
Journal citation55 (2), pp. 104-121
ISSN1750-8495
1750-8487
Year2014
PublisherTaylor & Francis
Accepted author manuscript
License
CC BY-ND
Web address (URL)http://dx.doi.org/10.1080/17508487.2014.852987
Publication dates
Print09 Jan 2014
Publication process dates
Deposited24 Jan 2014
Copyright informationThis is an Author's Accepted Manuscript of an article published in Critical Studies in Education, 2014 [copyright Taylor & Francis], available online at: http://www.tandfonline.com/10.1080/17508487.2014.852987
Permalink -

https://repository.uel.ac.uk/item/85qxy

Download files


Accepted author manuscript
  • 165
    total views
  • 207
    total downloads
  • 1
    views this month
  • 0
    downloads this month

Export as

Related outputs

Career Education and Guidance and Race (In)Equality in England
Chadderton, C. 2020. Career Education and Guidance and Race (In)Equality in England. in: Hooley, T., Sultana, R. and Thomsen, R. (ed.) Career Guidance for Social Justice: Reclaiming Justice for the Multitude Routledge.
School surveillance: primary and secondary schools
Chadderton, C. 2018. School surveillance: primary and secondary schools. in: Arrigo, Bruce A. (ed.) The SAGE Encyclopedia of Surveillance, Security, and Privacy SAGE.
Higher Education and counter-terrorism in the state of exception: the case of England
Chadderton, C. 2017. Higher Education and counter-terrorism in the state of exception: the case of England. Jahrbuch für Pädagogik. 2017 (1), pp. 161-176. https://doi.org/10.3726/JP2017.09
UK Secondary Schools Under Surveillance: What are the Implications for Race? A Critical Race and Butlerian Analysis.
Chadderton, C. 2015. UK Secondary Schools Under Surveillance: What are the Implications for Race? A Critical Race and Butlerian Analysis. in: Kupfer, Antonia (ed.) Power and Education: Contexts of Oppression and Opportunity Palgrave Macmillan UK. pp. 128-145
Community response in disasters: an ecological learning framework
Preston, J., Chadderton, C., Kitagawa, K. and Edmonds, C. 2015. Community response in disasters: an ecological learning framework. International Journal of Lifelong Education. 34 (6), pp. 727-753.
Preparing for disaster: a comparative analysis of education for critical infrastructurecollapse
Kitagawa, K., Preston, J. and Chadderton, C. 2016. Preparing for disaster: a comparative analysis of education for critical infrastructurecollapse. Journal of Risk Research. 20 (11), pp. 1450-1465. https://doi.org/10.1080/13669877.2016.1178661
Volunteering, social cohesion and race: the German Technical Relief Service
Chadderton, C. 2016. Volunteering, social cohesion and race: the German Technical Relief Service. Voluntary Sector Review. 7 (3), pp. 233-249. https://doi.org/10.1332/204080516X14672980651609
Civil defence pedagogies and narratives of democracy: disaster education in Germany
Chadderton, C. 2015. Civil defence pedagogies and narratives of democracy: disaster education in Germany. International Journal of Lifelong Education. 34 (5), pp. 589-606.
The new statutory requirements in careers guidance in England and the implications for careers provision under the Coalition government
Chadderton, C. 2015. The new statutory requirements in careers guidance in England and the implications for careers provision under the Coalition government. London Review of Education. 13 (2), pp. 84-97.
Enhancing School-based Careers Work for Years 7-9
Chadderton, C. and Edmonds, C. 2014. Enhancing School-based Careers Work for Years 7-9. London University of East London, Cass School of Education and Communities. https://doi.org/10.15123/PUB.4074
Racialised norms in apprenticeship systems in England and Germany
Chadderton, C. and Wischmann, Anke 2014. Racialised norms in apprenticeship systems in England and Germany. Journal of Vocational Education & Training. 66 (3), pp. 330-347.
The ‘state of exception’ and disaster education: a multilevel conceptual framework with implications for social justice
Preston, J., Chadderton, C. and Kitagawa, K. 2014. The ‘state of exception’ and disaster education: a multilevel conceptual framework with implications for social justice. Globalisation, Societies and Education. 12 (4), pp. 437-456.
Refugees and access to vocational education and training across Europe: a case of protection of white privilege?
Chadderton, C. and Edmonds, C. 2015. Refugees and access to vocational education and training across Europe: a case of protection of white privilege? Journal of Vocational Education & Training. 67 (2), pp. 136-152.
The militarisation of English schools: Troops to Teaching and the implications for Initial Teacher Education and race equality
Chadderton, C. 2013. The militarisation of English schools: Troops to Teaching and the implications for Initial Teacher Education and race equality. Race Ethnicity and Education. 17 (3), pp. 407-428. https://doi.org/10.1080/13613324.2013.832937
Changing career guidance practice in Connexions: a question of ethics?
Colley, Helen, Chadderton, C. and Lewin, Cathy 2010. Changing career guidance practice in Connexions: a question of ethics? Career Guidance Today. 18 (3), pp. 33-37.
UK secondary schools under surveillance: the implications for race. A Critical Race and Butlerian analysis
Chadderton, C. 2012. UK secondary schools under surveillance: the implications for race. A Critical Race and Butlerian analysis. Journal of Critical Education Policy Studies. 10 (1).
Not capturing voices?
Chadderton, C. 2012. Not capturing voices? in: Czerniawski, Gerry and Kidd, Warren (ed.) The student voice handbook: Bridging the academic/ practitioner divide Bingley Emerald.
School-to-work transition services: marginalising ‘disposable’ youth in a state of exception?
Chadderton, C. and Colley, Helen 2012. School-to-work transition services: marginalising ‘disposable’ youth in a state of exception? Discourse: Studies in the Cultural Politics of Education. 33 (3), pp. 329-343.
Problematising the role of the white researcher in social justice research
Chadderton, C. 2012. Problematising the role of the white researcher in social justice research. Ethnography and Education. 7 (3), pp. 363-380.
Towards a research framework for race in education: critical race theory and Judith Butler
Chadderton, C. 2013. Towards a research framework for race in education: critical race theory and Judith Butler. International Journal of Qualitative Studies in Education. 26 (1), pp. 39-55.