Quentin Wodon

Julia Ross

Kevin Orr

Rosalia Rodriguez-Garcia

Rene Bonnel

Sam McPherson

Jill Olivier

This report provides a comprehensive description of how AIDS community responses have been funded by international donors and in the process they have become key implementers of AIDS responses. However, the road map towards a more effective taking better advantage of the role that community responses

The Experience of the AIDS Response

Funding Mechanisms for Civil Society

Elizabeth Knight

Ann-Marie Bathmaker

Leesa Wheelahan

Gavin Moodie

Susan Webb

This book explores new and distinctive forms of higher vocational education across the globe, and asks how the sector is changing in response to the demands of the 21st century. These new forms of education respond to two key policy concerns: an emphasis on high skills as a means to achieve economic competitiveness, and the promise of open access for adults hitherto excluded from higher education. Examining a range of geographic contexts, the editors and contributors aim to address these contexts and highlight various similarities and differences in developments. They locate their analyses within the various political and socio-economic contexts, which can make particular reforms possible and achievable in one context and almost unthinkable in another. Ultimately, the book promotes a critical understanding of evolving provisions of higher vocational education, refusing assumptions that policy borrowing from apparently ‘successful’ countries offers a straightforward model for others to adopt.

Equity and Access to High Skills through Higher Vocational Education

Sandra Nutley

Shona Russell

Rod Bain

Bonnie Hacking

Clare Moran

Knowledge and Practice in Business and Organisations contributes to scholarly understanding of knowledge and practice, mapping the conceptual terrain, providing a critical review of debates in the field and setting out key theoretical perspectives. Knowledge and practice are explored in a range of organisational and policy settings through six context-specific discussions. The collection helps shape the field, identify areas for future research inquiry, and suggest implications for practitioners. The range of sites of inquiry represented in the book (e.g. craft working, accounting, public sector organisations, creative industries, health care, and so on) make the book distinctive, enabling the reader to connect debates and ideas from across a range of sectors and disciplines. The book charts different currents of debate which have hitherto tended to remain unconnected. In one accessible volume, this book provides an excellent introduction to a set of concepts that have animated scholarly conversations across a range of disciplines and provides cases and examples of practices which come from beyond any one particular sector. Aimed at researchers and academics in the field, this book is valuable source, helping define and progress the scholarly debate.

Knowledge and Practice in Business and Organisations

Joel Petrie

Marie Daley

‘Cinderella’ is the dominant metaphor used to describe further education, but this book challenges the deficit metaphor and replaces it with another of the Brothers Grimm’s tales, the ‘Twelve Dancing Princesses’. The twelve princesses escape from the room they are locked in to dance all through each night. As a metaphor for teaching in FE, this tale suggests the possibility of subversion, of autonomy in teaching and learning, and a collective rather than individualist notion of professionalism, even within repressive contexts.Twelve chapters from twelve experienced practitioners suggest professional development that will culminate in a collective, celebratory alternative. They explore the professional aspirations and commitment to social justice of prospective teacher education students in spite of the current ideological context of FE. They argue for inspiration from critical pedagogy so FE can maintain transformative professional space. They explore the impact of technology on learning, and the physical spaces in which teaching and learning are situated. They challenge the prevailing managerialist use of lesson observation and the resistance and collusion of FE managers. And they propose a notion of professionalism that focuses on educational values rather than market forces. This engaging, accessible and thought-provoking book is essential reading for teacher training courses, postgraduate students, sector researchers, and members of professional bodies and trade unions. If the sector is to be Grimm, asserts this inspirational collection, it should be so on our own terms: powerful, democratic and professional.

Further Education and the Twelve Dancing Princesses

Maire Daley

Caliban's Dance concludes the trilogy begun with Further Education and the Twelve Dancing Princesses, and continued with The Principal: Power and Professionalism in FE. The contributors probed the question 'Where in FE is there space to dance?'; then 'What restricts the dance?' Now we ask: 'With no restrictions, what would a future FE dance be like?'FE is subject to reductive utilitarianism by policymakers: Caliban's Dance counters with vivid dreams of a sector unfettered. The book's central metaphor is Caliban from Shakespeare's The Tempest, a play that can be read as a manifesto for second chances, transformation and learning. The contributors re-imagine FE as utopia: if it is to be Grimm, they demand that it be so on their own professional terms - as powerful, democratic, dancers.

FE After the Tempest

Caliban's Dance

Kevin Orr

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