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Portrait of Dr Ron Thompson Dr Ron Thompson

r.thompson@hud.ac.uk | 01484 478294



Biography

Qualifications:  BSc(Hons), CertEd, PhD

My current post is Head of Division (Lifelong Learning) in the School of Education and Professional Development. I have worked at Huddersfield since 1987, joining the Faculty of Education (as it then was) from Oldham College of Technology, where I had taught mathematics for nine years. I was educated at Bede School, Sunderland and Queen Mary College, University of London, graduating with a first class honours degree in mathematics and physics. Whilst teaching at Oldham, I attended Manchester Polytechnic and Bolton College of Education to obtain an in-service Certificate in Education. My doctorate is in the sociology of education, the outcome of a long-standing interest in educational inequalities, particularly those relating to social class. I became a Reader in July 2014.

My current research interests lie in two main areas: Social class and educational inequality, and teacher education for the lifelong learning sector. These two interests are united by the persistent undervaluing of vocational education in the UK and associated perceptions of the further education sector in England as largely for 'other people's children'. I have been particularly influenced by three great figures in the sociology of education: Pierre Bourdieu, Basil Bernstein and Raymond Boudon, and also by challenging empirical studies such as Jackson and Marsden's 'Education and the Working Class' (conducted in Huddersfield) and Paul Willis's classic 'Learning to Labour'. I have published a number of articles in academic journals such as British Journal of Sociology of Education, Journal of Education and Work and the Oxford Review of Education. I retain an interest in mathematics and physics, which teach us not only the explanatory power of scientific thinking, but also the socially constructed nature of scientific explanations and, in the two great intellectual achievements of twentieth-century physics - quantum mechanics and relativity - the relationship between ontological and epistemological questions: that is, the relationship between the objects of our theories and how we know them.

For the last five years, I have been working with my colleagues Robin Simmons and Lisa Russell on two ethnographic studies of marginalised young people, the first on Entry to Employment programmes and the second a three-year longitudinal study of young people not in education, employment or training (funded by The Leverhulme Trust). With Robin, I have co-authored 'NEET Young People and Training for Work: learning on the margins', published by Trentham Books in September 2011. I am currently working with Robin and Lisa on another book, 'Social Change, Work and Education: young people and marginalisation in post-industrial Britain', to be published by Palgrave Macmillan in Spring 2014. I have also co-authored the Open University Press textbook 'Teaching in Lifelong Learning: a guide to theory and practice', with James Avis and Roy Fisher. A second edition of this book is currently in preparation.

Research & Scholarship

I am currently working on two externally-funded research projects: a three-year ethnography of young people not in education, employment and training funded by The Leverhulme Trust, and a five-month case study-based project investigating the experiences of young people entering employment after periods of exclusion, funded by the Joseph Rowntree Foundation. In both of these projects, I work with my colleagues Dr Lisa Russell and Dr Robin Simmons. Building on earlier research investigating Entry to Employment programmes, the projects challenge existing stereotypes of socially-excluded young people as suffering from low aspirations and making benefit-dependency a 'lifestyle choice'. Much of this research relates to important questions which have long been central to the sociology of education, particularly about the relationship between individual agency, identity and social structure. We therefore draw on a range of theoretical perspectives which have developed in response to these problems, including Bourdieu's habitus and field, Bernstein's theory of pedagogic discourse, and the structuration theory of Anthony Giddens. Underpinning our use of these perspectives is a critical materialist analysis of society, which acknowledges the basis of social phenomena in the relations of production but recognises that culture, identity and agency can influence these relations as well as being shaped by them. 

Publications and Other Research Outputs

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Social exclusion is often defined in terms of multiple deprivations affecting particular neighbourhoods and localities, and the excluded are discursively positioned as 'outside' or 'disconnected from' an included majority. For young people outside education in 21st-century England, these spatialities permeate their lives and profoundly affect their experiences. Although the origins of the concept of social exclusion in European Social and Christian Democratic traditions has entailed some emphasis on social integration and limited forms of redistribution, in neo-liberal policy discourse the excluded are often constructed as a deficient 'underclass', lacking employability and dependent on welfare (Levitas, 2005). Such discourses are spatially referenced, with certain practices and cultures ascribed to particular locations - so that the relationship between place and underclass is reified and politically exploited. However, as Wacquant (1999) has argued, the association between 'underclass' behaviours and place is part of a class-based polarisation of space arising from de-industrialisation, macro-economic policies and increasing inequality (see also Simmons and Thompson, 2011). Consequently, researchers working with young people deemed to be 'at risk' of social exclusion must seek to uncover the social, material and discursive relations embedded in the spaces participants inhabit. This paper reports on the first eighteen months of a three-year longitudinal ethnographic study of young people in a post-industrial urban area of northern England who have been officially classified as NEET (not in education, employment or training). Drawing on structuration theory (Giddens, 1984) and Lefebvre's (1991) dialectical triad of perceived, conceived and lived space, the paper analyses how young people are constrained and enabled by spatial structures relating to family, work, learning and welfare. The central research questions of the paper are: • How do social, material and discursive relations enter into the construction of places and spaces for NEET young people - including official spaces (such as learning sites, guidance centres, welfare benefit offices) and informal spaces, both private and public? [Conceived space] • How do young people encounter these places and spaces? [Perceived space] • How do young people draw on their knowledge of social space to understand, use and contest spatial structures? [Lived space] • How are spatialities implicated in reproducing or interrupting marginalisation? We conceptualise structure as existing in and through the knowledge and practices of historically and spatially situated agents and institutions; drawing on our ethnographic data, we investigate how young people comprehend, use and encounter the places and spaces they inhabit, and the role of spatialities in reproducing or interrupting marginalisation. Following Lefebvre (1991), we interpret lived space as the dialectical outcome of perceived and conceived space - the co-extensive spaces of, respectively, material events and abstractly conceptualised spatial relations. Embodying both of these spaces whilst being ir¬reducible to them, lived space is the arena of Lefebvre's connaissance – “less formal or more local forms of knowledge” (Elden, 2004: 190) and Giddens' (1984) practical consciousness. Within this conceptual framework, we trace how young people use their knowledge to negotiate and contest their spaces. METHODOLOGY The ethnography explores the experiences of 23 young people as they move in and out of various forms of education, training, employment or other spheres. So far over 150 hours of participant observation has been conducted in young people’s homes, schools, colleges, training providers, benefit offices, charity events, parental homes, work placements, car journeys, and cafes. Field notes detail young people’s use of space and time; behaviour as learners; and relations with tutors, careers advisors, benefit office staff, social workers, friends and family. Conversations and 47 semi-structured interviews with participating young people, 'significant others' and practitioners also contribute to the corpus of data, alongside photographs (some taken by young people and others by the ethnographer) and documentary evidence. Life-course maps (Webster et al. 2004) are used in discussion with young people to record significant events, both past and present. Data is analysed using Carspecken's (1996) five-stage critical ethnography, which allows us to connect local practices, understandings and relations with broader social structures and distributions of power. CONCLUSIONS Local spaces resonate with the global, and discourses of individualisation, neo-liberalism and globalisation give specific form to the realisation of the spaces experienced by 'at risk' young people. Recognising the significance of a 'spatial turn' in educational theory (Gulson and Symes, 2007; Raffo, 2011), we expect that our conceptual framework will contribute to understanding how young people, as knowledgeable agents, participate in social practices which both structure, and are structured by, their spaces. Our research so far suggests that official spaces sometimes negate and sometimes empower young people’s agency, and the interplay of structure and agency within formal and informal places of being shapes young people’s experiences of inclusion and exclusion. We aim to further uncover how social relations are reproduced or contested in certain discourses within certain spaces, which may interact in inclusionary and exclusionary ways. The transferability of our findings to other European and international urban contexts will also be discussed. 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Drawing on three years of ethnographic research conducted across two local authorities in the north of England, it focuses on the lived experience of a set of young people as they move between various sites of exclusion and participation in the labour market. Central to the paper are the experiences of three individuals and their attempts to begin work in the retail, care and catering industries. The paper illustrates a range of tensions between the aspirations of young people and the opportunities open to them. It provides a critical insight into some of the conditions which characterise work on the fringes of the labour market and the inter-play between these and the attitudes, values and dispositions of the young people taking part in the research. The paper’s findings challenge popular discourses about young people on the margins of participation and pose questions about the articulation between education, work and training for those seeking to enter the labour market. 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employment, further education or training have been a focus of government policy in the UK for at least the last three decades. Since the late 1990s, numerous policy initiatives have been introduced by New Labour in an attempt to reduce social exclusion through the increased participation of young people in work-related training. This paper reports on a mixed-methods research project exploring Entry to Employment (E2E) provision in the north of England. It outlines the experiences of Connexions practitioners working with learners and staff at four E2E providers and illustrates the complexities involved with young people's transitions to and from E2E programmes. The paper shows that a marketised system driven by targets and funding constraints can compromise the ability of practitioners to best meet the needs of young people struggling with often difficult circumstances. 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Entry to Employment is a work-based learning programme which aims to re-engage young people with 'barriers to learning' inhibiting access to further education, training or employment. The paper examines field positions associated with E2E, such as learner and tutor, distinguishing between the taking of positions by individual agents and the construction of these positions by dominant institutions. The paper argues that official constructions are based on a discourse which positions E2E learners as a deficit category alongside young people not in education, employment or training (NEET) and separates E2E programmes from those in mainstream educational provision. In consequence, although learners are supported and make individual progress, E2E contributes to the exclusion that Bourdieu identifies as the chief means of social reproduction in the education system. 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Drawing on Henri Lefebvre's conceptualisation of space as perceived, conceived and lived, this paper analyses how young people comprehend, use and encounter places and spaces relating to residence, work and learning, and the role of spatialities in reproducing or interrupting aspects of social exclusion and marginality. A number of key themes emerging from the data are discussed, including the interaction of conceived, perceived and lived space in young people's struggles for subjectivity, the importance of agency and biography in shaping how different lived spaces emerge from this interaction, and the possibility of critical incidents causing shifts in lived space that intensify the difficulties young people face in finding appropriate education or employment. A particularly significant finding is that participants often feel isolated and lack control over their lives, resulting in alienation from authority and community that tends to further marginalise these young people, distancing them from meaningful contexts of education, training and work.', 'creators_id' => 'r.thompson@hud.ac.uk', 'contributors_name_lineage' => undef, 'userid' => '1456', 'patent_applicant' => undef, 'monograph_type' => undef, 'datestamp_minute' => '16', 'lyricists_name_family' => undef, 'sword_slug' => undef, 'id_number' => '10.1080/13676261.2013.793793', 'volume' => '17', 'gscholar_datestamp_month' => undef, 'conductors_id' => undef, 'suggestions' => undef, 'referencetext' => undef, 'date_year' => '2014', 'status_changed_hour' => '10', 'gscholar_cluster' => undef, 'producers_name_family' => undef }, '7664' => { 'funders' => undef, 'conductors_name_family' => undef, 'num_pieces' => undef, 'department' => undef, 'contributors_id' => undef, 'gscholar_datestamp_second' => undef, 'keywords' => undef, 'lyricists_name_lineage' => undef, 'lyricists_id' => undef, 'edit_lock_since' => undef, 'creatorlist' => { '1' => { 'creators_name_lineage' => '', 'creators_name_family' => 'Thompson', 'eprintid' => '7664', 'creators_name_honourific' => '', 'pos' => '1', 'creators_name_given' => 'Ron', 'creators_id' => 'r.thompson@hud.ac.uk' }, '0' => { 'creators_name_lineage' => '', 'creators_name_family' => 'Fisher', 'eprintid' => '7664', 'creators_name_honourific' => '', 'pos' => '0', 'creators_name_given' => 'Roy', 'creators_id' => 'r.fisher@hud.ac.uk' } }, 'exhibitors_id' => undef, 'latitude' => undef, 'replacedby' => undef, 'status_changed_month' => '5', 'editors_name_honourific' => '', 'admin_note' => undef, 'event_title' => undef, 'date_type' => 'published', 'pres_type' => undef, 'longitude' => undef, 'creators_name_honourific' => '', 'include_in_hebci' => 'no', 'producers_name_honourific' => undef, 'scopus_citation_count' => undef, 'datestamp_year' => '2010', 'fileinfo' => '', 'status_changed_second' => '20', 'exhibitors_name_honourific' => undef, 'editors_id' => 'j.avis@hud.ac.uk', 'title' => 'Introduction to the lifelong learning sector', 'corp_creators' => undef, 'contributors_name_given' => undef, 'alt_title' => undef, 'contributors_name_family' => undef, 'sponsors' => undef, 'output_media' => undef, 'editors_name_lineage' => '', 'dir' => 'disk0/00/00/76/64', 'overlay_journal_id' => undef, 'gscholar_datestamp_year' => undef, 'ispublished' => 'pub', 'item_issues_count' => '1', 'conductors_name_given' => undef, 'sword_depositor' => undef, 'full_text_status' => 'none', 'lastmod_minute' => '0', 'refereed' => undef, 'contact_email' => undef, 'copyright_holders' => undef, 'date_day' => undef, 'gscholar_impact' => undef, 'official_url' => undef, 'succeeds' => undef, 'datestamp_month' => '5', 'commentary' => undef, 'lastmod_day' => '28', 'publisher' => 'Open University Press', 'pagerange' => '1-6', 'include_in_pedagogical' => 'no', 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'r.thompson@hud.ac.uk', 'contributors_name_lineage' => undef, 'userid' => '6', 'patent_applicant' => undef, 'monograph_type' => undef, 'datestamp_minute' => '54', 'lyricists_name_family' => undef, 'sword_slug' => undef, 'id_number' => undef, 'volume' => undef, 'gscholar_datestamp_month' => undef, 'conductors_id' => undef, 'suggestions' => undef, 'referencetext' => undef, 'date_year' => '2010', 'status_changed_hour' => '15', 'gscholar_cluster' => undef, 'producers_name_family' => undef }, '12049' => { 'funders' => undef, 'conductors_name_family' => undef, 'num_pieces' => undef, 'department' => undef, 'contributors_id' => undef, 'gscholar_datestamp_second' => undef, 'keywords' => undef, 'lyricists_name_lineage' => undef, 'lyricists_id' => undef, 'edit_lock_since' => '1323784396', 'creatorlist' => { '0' => { 'creators_name_lineage' => '', 'creators_name_family' => 'Thompson', 'eprintid' => '12049', 'creators_name_honourific' => '', 'pos' => '0', 'creators_name_given' => 'Ron', 'creators_id' => 'r.thompson@hud.ac.uk' } }, 'exhibitors_id' => undef, 'latitude' => undef, 'replacedby' => undef, 'status_changed_month' => '12', 'editors_name_honourific' => undef, 'admin_note' => undef, 'event_title' => undef, 'date_type' => 'published', 'pres_type' => undef, 'longitude' => undef, 'creators_name_honourific' => '', 'include_in_hebci' => 'no', 'producers_name_honourific' => undef, 'scopus_citation_count' => undef, 'datestamp_year' => '2011', 'fileinfo' => '', 'status_changed_second' => '4', 'exhibitors_name_honourific' => undef, 'editors_id' => undef, 'title' => 'Individualisation and social exclusion: the case of young people not in education, employment or training.', 'corp_creators' => undef, 'contributors_name_given' => undef, 'alt_title' => undef, 'contributors_name_family' => undef, 'sponsors' => undef, 'output_media' => undef, 'editors_name_lineage' => undef, 'dir' => 'disk0/00/01/20/49', 'overlay_journal_id' => undef, 'gscholar_datestamp_year' => undef, 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=> 'Thompson', 'composition_type' => undef, 'producers_id' => undef, 'datestamp_second' => '4', 'note' => undef, 'edit_lock_until' => '0', 'editor_note' => undef, 'pedagogic_type' => undef, 'date_month' => 12, 'rights' => undef, 'contributors_type' => undef, 'scopus_id' => undef, 'eprintid' => '12049', 'producers_name_given' => undef, 'thesis_type' => undef, 'projects' => undef, 'lastmod_year' => '2013', 'data_type' => undef, 'gscholar_datestamp_minute' => undef, 'editors_name_given' => undef, 'isbn' => undef, 'include_in_cv' => 'yes', 'editors_name_family' => undef, 'lastmod_month' => '8', 'event_dates' => undef, 'fulltimestamp' => '20111201', 'learning_level' => undef, 'conductors_name_lineage' => undef, 'pages' => undef, 'source' => undef, 'lastmod_hour' => '11', 'number' => '6', 'rev_number' => '12', 'edit_lock_user' => '3483', 'series' => undef, 'creators_name_lineage' => '', 'pos' => '0', 'metadata_visibility' => 'show', 'eprint_status' => 'archive', 'creators_name_given' => 'Ron', 'exhibitors_name_lineage' => undef, 'divisions' => 'scr', 'institution' => undef, 'subjects' => 'HM', 'gscholar_datestamp_hour' => undef, 'producers_name_lineage' => undef, 'lyricists_name_given' => undef, 'completion_time' => undef, 'status_changed_minute' => '57', 'conductors_name_honourific' => undef, 'exhibitors_name_family' => undef, 'lyricists_name_honourific' => undef, 'event_type' => undef, 'importid' => undef, 'status_changed_day' => '13', 'datestamp_day' => '13', 'abstract' => 'The characteristics, experiences and long-term prospects of young people outside the labour market and education have attracted widespread international attention in recent decades, and the specific category of young people not in education, employment or training (NEET) has been a policy concern for the UK Government since 1997. This paper examines the analytical and empirical basis of our knowledge of NEET young people, in the light of more general conceptualisations of social exclusion and the individualisation of social risk. It relates the NEET category to a conception of social exclusion in which the central policy focus is on moving young people across a boundary between participation and non-participation, and inequalities within education and employment receive less attention. This focus, allied with discourses of individualisation,obscures the structural basis of inequality in education and training. However, the paper argues that the research evidence shows that individualised approaches based on personal and cultural characteristics of NEET young people are inadequate to understand this group and frame policy. The paper proposes that stronger versions of social exclusion need to be used in constructing solutions which acknowledge the basis of NEET issues in wider social inequalities.', 'creators_id' => 'r.thompson@hud.ac.uk', 'contributors_name_lineage' => undef, 'userid' => '1456', 'patent_applicant' => undef, 'monograph_type' => undef, 'datestamp_minute' => '57', 'lyricists_name_family' => undef, 'sword_slug' => undef, 'id_number' => 'http://dx.doi.org/10.1080/03054985.2011.636507', 'volume' => '37', 'gscholar_datestamp_month' => undef, 'conductors_id' => undef, 'suggestions' => undef, 'referencetext' => undef, 'date_year' => '2011', 'status_changed_hour' => '13', 'gscholar_cluster' => undef, 'producers_name_family' => undef }, '7904' => { 'funders' => undef, 'conductors_name_family' => undef, 'num_pieces' => undef, 'department' => undef, 'contributors_id' => undef, 'gscholar_datestamp_second' => undef, 'keywords' => undef, 'lyricists_name_lineage' => undef, 'lyricists_id' => undef, 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Accordingly, those who do not participate are seen to be at risk of long-term exclusion. This paper presents findings from the first year of a three-year ethnographic study of NEET young people in the north of England, and examines the opportunities and barriers such young people experience as they attempt to negotiate the complex territory following the end of compulsory education. The NEET category comprises a diverse range of circumstances, and in this paper we focus on a particular subgroup of participants in our study, NEET young people aged 16-18 who are living independently. Drawing on Giddens’ structuration theory, we discuss the narratives underlying the actions of these young people, their relationships with practitioners and their decisions about post-school education, work and training. 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'note' => 'UoA 45 (Education)', 'edit_lock_until' => undef, 'editor_note' => undef, 'pedagogic_type' => undef, 'date_month' => 12, 'rights' => undef, 'contributors_type' => undef, 'scopus_id' => undef, 'eprintid' => '849', 'producers_name_given' => undef, 'thesis_type' => undef, 'projects' => undef, 'lastmod_year' => '2013', 'data_type' => undef, 'gscholar_datestamp_minute' => undef, 'editors_name_given' => undef, 'isbn' => undef, 'include_in_cv' => 'yes', 'editors_name_family' => undef, 'lastmod_month' => '8', 'event_dates' => undef, 'fulltimestamp' => '20071200', 'learning_level' => undef, 'conductors_name_lineage' => undef, 'pages' => undef, 'source' => undef, 'lastmod_hour' => '11', 'number' => '4', 'rev_number' => '19', 'edit_lock_user' => undef, 'series' => undef, 'creators_name_lineage' => '', 'pos' => '0', 'metadata_visibility' => 'show', 'eprint_status' => 'archive', 'creators_name_given' => 'Ron', 'exhibitors_name_lineage' => undef, 'divisions' => 'scr', 'institution' => undef, 'subjects' => 'LC5201', 'gscholar_datestamp_hour' => undef, 'producers_name_lineage' => undef, 'lyricists_name_given' => undef, 'completion_time' => undef, 'status_changed_minute' => '29', 'conductors_name_honourific' => undef, 'exhibitors_name_family' => undef, 'lyricists_name_honourific' => undef, 'event_type' => undef, 'importid' => undef, 'status_changed_day' => '23', 'datestamp_day' => '23', 'abstract' => 'Recent research on post-compulsory teacher educators in England suggests that there is a high degree of feminisation of this workforce, particularly where further and higher education partnerships are concerned. This process of feminisation has taken place against a background in which English post-compulsory education has increasingly been brought under state control and direction, with profound consequences for those engaged in the professional development of teachers in the sector. Although teacher education is also highly feminised in other sectors and in many countries, the recent history of post-compulsory education in England has a number of characteristics that have strongly influenced the gender distribution of its teacher educators. This article examines the locus of power driving the gendered division of labour in post-compulsory teacher education and attempts to account for it by means of the intersection of structuralist and poststructuralist perspectives. 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As well as providing cautionary examples for students, the solution requires the application of quadratic inequalities and could provide an interesting topic for coursework at A level. The problem also provides an opportunity for practice in the use of graph plotting software. 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'Official discourse in the UK and many other OECD countries emphasises education and training as a vehicle for social inclusion and economic growth. Accordingly, those who do not participate are seen to be at risk of long-term exclusion. However, interventions aimed at re-engaging young people not in education, employment or training (NEET) can be ineffective or counter-productive. This paper presents findings from the first year of a three-year ethnography of NEET young people in the north of England, and examines the opportunities and barriers experienced by NEET young people as they attempt to negotiate the complex territory following the end of compulsory education. Drawing on Giddens’(1984) structuration theory, we discuss young people’s actions and the narratives underlying their decisions about post-school education, work and training. The paper explores the limitations young people experience and the interplay of agency and structure for those on the margins of education and employment. 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The research took place across two neighbouring local authorities in the north of England during 2008-9, and was conducted in five learning sites offering training programmes for young people not in education, employment or training (NEET), or at risk of becoming NEET. Such training aims to promote the ‘employability’ of young people through emphasising the acquisition of certain attitudes, abilities and dispositions deemed necessary for the workplace. These ambitions are not without value and it is recognised that vocational education can be used to help build the self-esteem of learners, and develop the moral and spiritual well-being of young people (Hyland 2011). However, we believe that such an approach, however committed tutors are to the well-being of learners, limits the development of young people and the opportunities available to them. The central argument of the paper is that, if employability programmes and the practitioners responsible for their delivery are to equip learners for socially and economically fulfilled lives, NEET young people and other marginalised learners require access to significantly different forms of education and training. Such provision, we argue, needs to develop not only the self-esteem and motivation of learners, but should also to expose them to principled conceptual learning and traditional conceptions of skill rooted in a unity of knowledge and action (Simmons 2009). We draw on Bernstein’s (2000) work on pedagogic discourses and his concept of ‘trainability’ to analyse and problematise work-based learning for marginalised young people, and to offer an alternative vision of this provision – a vision which it is argued offers increased possibilities not only for student well-being but for social justice more broadly. The paper begins by placing contemporary discourses surrounding NEET young people in their social and historical context, and by discussing the nature and make-up of this complex categorisation. It then provides an overview of the research project upon which this paper is based, summarising its key findings and highlighting some of the tensions and contradictions apparent in these programmes. Whilst we acknowledge that tutors are often enthusiastic and committed to the well-being of young people engaged in such training, it is argued that structural, material and cultural factors strongly bound their practice (Thompson 2010). We argue that various factors acting in synergy and including the funding regime, the nature of the curriculum, and certain forms of pedagogy associated with particular assumptions about NEET young people limit not only the scope of learning on employability programmes, but have far-reaching consequences for participants thereafter. The paper concludes by offering an alternative conception of education and training for young people on the margins of participation. Whilst we acknowledge this would entail significant challenges for policymakers, training providers and practitioners we argue that learners require programmes that both support and challenge them – intellectually and socially. Drawing on Bernstein (2000), it is argued that the acquisition of ‘soft skills’ and personal effectiveness need to be embedded in learning which provides access to more traditional modes of knowledge found in established forms of academic and professional training. Such an approach, in combination with coherent and sustained action to stimulate the demand for labour and for skill is, we argue, necessary if we are to shift from individualised and ultimately limited discourses of well-being to a more holistic model rooted in broader social and economic conceptions of social justice. 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=> '16', 'edit_lock_user' => '3483', 'series' => undef, 'creators_name_lineage' => '', 'pos' => '1', 'metadata_visibility' => 'show', 'eprint_status' => 'archive', 'creators_name_given' => 'Ron', 'exhibitors_name_lineage' => undef, 'divisions' => 'scr', 'institution' => undef, 'subjects' => 'L1', 'gscholar_datestamp_hour' => undef, 'producers_name_lineage' => undef, 'lyricists_name_given' => undef, 'completion_time' => undef, 'status_changed_minute' => '11', 'conductors_name_honourific' => undef, 'exhibitors_name_family' => undef, 'lyricists_name_honourific' => undef, 'event_type' => 'conference', 'importid' => undef, 'status_changed_day' => '19', 'datestamp_day' => '19', 'abstract' => 'Recent research on creativity in the context of English further education (FE) suggests that teaching and learning is severely constrained by a remit that prioritises instrumentalism, care and containment. Following New Labour’s ‘discovery’ of FE and the resulting unprecedented levels of state intervention in the sector (Finlay et al., 2007), Government policy has increasingly directed FE to embrace agendas of economic competitiveness and social inclusion, emphasising skills development and engagement with non-traditional learners. Although there have been significant increases in funding for FE under New Labour, the growth of performativity and central control in the sector suggests that any meaningful conception of creativity may be lost as teachers’ energy and morale is sapped by ‘policy overload’ (Edward et. al., 2007). Simmons & Thompson (2008) discuss the rise of performativity in FE and the impact that this has on opportunities for creativity for both teachers and learners. Drawing on the work of Brown & Lauder (1992), they argue that, in this context, practitioners' autonomy is diminished within a system of work relations characterised by low trust and high levels of surveillance more in keeping with Fordist modes of production, rather than a post-Fordist response to the development of a 'knowledge economy'. Furthermore, although official discourse increasingly aligns notions of creativity with the economic competitiveness agenda, Simmons & Thompson argue that opportunities for creative teaching and learning are limited by centrally prescribed curricula, performance indicators and mechanisms of quality control. They highlight evidence from the work of Hall & Thomson (2007) showing that officially-sponsored creativity remains largely at the level of 'a treat and a pick-me-up' for teachers and learners, and that the aim is less to change the curriculum than to ensure that learners fit more comfortably into it. Within this context, creativity may be compromised by policy imperatives and the demands of performativity. This paper contests such an outcome by offering a (re-) conceptualization that distances itself from official accounts of creativity in education. It argues that teacher and learner identities are crucial in developing forms of 'creativity' appropriate to 21st century curricula in further education, and that these identities are framed in part by the specific and socially constructed nature of vocational curricula in English FE. At present, teachers and learners in FE are often acutely aware that their courses occupy a position within the educational hierarchy characterised by lower status. Learners may often ‘follow a particular route, not so much because they know what they want to do, but because they know what they cannot do’ (Bathmaker, 2005). These learners are unlikely to reflect New Labour’s positioning of FE within its rhetoric of ‘learning society’ and ‘knowledge economy’. Indeed, their learning identities may be seen as a response to their positioning in an education and training hierarchy rather than reflecting their inherent capacities. Drawing on a conceptual framework derived from the work of Pierre Bourdieu (Bourdieu & Passeron, 1980) and Basil Bernstein (2000), the paper discusses creativity as a particular ‘cultural arbitrary’ located within the broader structure of an education sector. According to Bourdieu, cultural arbitraries such as curricula are the product of social relationships operating so as to reproduce dominant versions of culture and to maintain the position of powerful social groups. Bernstein (2000) elaborates on these ideas by drawing attention to the operation of this process in structuring the field of education, so that the school ‘disguises and masks the way power relations, external to the school, produce the hierarchies of knowledge, possibility and value within the school’ and thereby legitimizes educational inequality. 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The paper shows how Boudon focuses explicitly on the consequences of educational expansion, and argues that his work helps us understand why widening access to post-compulsory education does not necessarily lead to higher rates of social mobility. We investigate Boudon’s key theoretical insights and assess the contemporary relevance of his model. 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'abstract' => 'This paper examines the class distribution of young people, aged 16–17 years, in colleges of further education (FE) using data from the Youth Cohort Study. It finds that, contrary to popular perceptions of FE colleges as being for ‘other people’s children’, middle?class students as well as working?class students are well represented. However, this does not imply that FE colleges are institutions of choice; middle?class representation is often related to lower achievement and, for low?achieving working?class students, leaving education entirely is more likely than entry to FE. These findings are explored using notions of habitus and field. Their relationship with studies of the education of middle?class children is also discussed, and the paper suggests that research on class in FE colleges must come to terms with middle?class presence.', 'creators_id' => 'r.thompson@hud.ac.uk', 'contributors_name_lineage' => undef, 'userid' => '1456', 'patent_applicant' => undef, 'monograph_type' => undef, 'datestamp_minute' => '55', 'lyricists_name_family' => undef, 'sword_slug' => undef, 'id_number' => undef, 'volume' => undef, 'gscholar_datestamp_month' => undef, 'conductors_id' => undef, 'suggestions' => undef, 'referencetext' => undef, 'date_year' => '2013', 'status_changed_hour' => '11', 'gscholar_cluster' => undef, 'producers_name_family' => undef }, '17912' => { 'funders' => 'The Consortium for Post-Compulsory Education and Training', 'conductors_name_family' => undef, 'num_pieces' => undef, 'department' => undef, 'contributors_id' => 'r.thompson@hud.ac.uk', 'gscholar_datestamp_second' => undef, 'keywords' => undef, 'lyricists_name_lineage' => undef, 'lyricists_id' => undef, 'edit_lock_since' => '1373374041', 'creatorlist' => { '1' => { 'creators_name_lineage' => '', 'creators_name_family' => 'Thompson', 'eprintid' => '17912', 'creators_name_honourific' => '', 'pos' => '1', 'creators_name_given' => 'Ron', 'creators_id' => 'r.thompson@hud.ac.uk' }, '0' => { 'creators_name_lineage' => '', 'creators_name_family' => 'Simmons', 'eprintid' => '17912', 'creators_name_honourific' => '', 'pos' => '0', 'creators_name_given' => 'Robin', 'creators_id' => 'r.a.simmons@hud.ac.uk' }, '2' => { 'creators_name_lineage' => '', 'creators_name_family' => 'Russell', 'eprintid' => '17912', 'creators_name_honourific' => '', 'pos' => '2', 'creators_name_given' => 'Lisa', 'creators_id' => 'l.russell@hud.ac.uk' } }, 'exhibitors_id' => undef, 'latitude' => undef, 'replacedby' => undef, 'status_changed_month' => '7', 'editors_name_honourific' => undef, 'admin_note' => undef, 'event_title' => 'Journal of Vocational Education and Training 10th International Conference', 'date_type' => undef, 'pres_type' => 'paper', 'longitude' => undef, 'creators_name_honourific' => '', 'include_in_hebci' => 'no', 'producers_name_honourific' => undef, 'scopus_citation_count' => undef, 'datestamp_year' => '2013', 'fileinfo' => '/style/images/fileicons/application_pdf.png;/17912/3/SimmonsSelfJVET_2013.pdf|/style/images/fileicons/application_msword.png;/17912/1/JVET_2013.doc', 'status_changed_second' => '3', 'exhibitors_name_honourific' => undef, 'editors_id' => undef, 'title' => 'Self-Esteem and Social Justice? 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Drawing on data collected in two local authorities in the north of England with high proportions of young people categorised as NEET (not in education, employment or training), the research follows young people as they ‘churn’ between different forms of participation and non-participation, including training programmes which aim to promote ‘employability’ skills. Whilst we recognise that vocational education can help build motivation and self-esteem, it is argued that such an approach, however committed tutors are to learners’ well-being, can limit the development of young people and the opportunities available to them. The paper draws on Bernstein’s work on pedagogic discourses and ‘trainability’ to analyse work-based learning for marginalised young people, and to offer an alternative vision of this provision – one which, we argue, offers increased possibilities both for student well-being and social justice more broadly. Our central point is that, if employability programmes are to equip participants for socially and economically fulfilled lives, marginalised learners require significantly different forms of education and training. This, we argue, needs to develop not only self-esteem and motivation, but expose young people to principled learning and traditional conceptions of skill rooted in a unity of knowledge and action. 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To help meet these expectations, a 'step change' in the quality of initial teacher training for the sector is promised, alongside provisions for career-long professional development. In this article, the authors argue that the effectiveness of these reforms is likely to be compromised by a combination of under-funding, poor integration of initial teacher training into human resource policies within colleges, and an over-prescriptive curriculum. In addition, they consider the re-definition of teaching roles currently taking place in the sector and warn that this may further undermine the reforms by simultaneously discouraging many teachers from achieving fully qualified status and downgrading their professional standing. 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undef, 'gscholar_datestamp_minute' => undef, 'editors_name_given' => 'James', 'isbn' => '9780335234684', 'include_in_cv' => 'yes', 'editors_name_family' => 'Avis', 'lastmod_month' => '10', 'event_dates' => undef, 'fulltimestamp' => '20100100', 'learning_level' => undef, 'conductors_name_lineage' => undef, 'pages' => '303', 'source' => undef, 'lastmod_hour' => '14', 'number' => undef, 'rev_number' => '11', 'edit_lock_user' => undef, 'series' => undef, 'creators_name_lineage' => '', 'pos' => '1', 'metadata_visibility' => 'show', 'eprint_status' => 'archive', 'creators_name_given' => 'Ron', 'exhibitors_name_lineage' => undef, 'divisions' => 'sepd', 'institution' => undef, 'subjects' => 'L1', 'gscholar_datestamp_hour' => undef, 'producers_name_lineage' => undef, 'lyricists_name_given' => undef, 'completion_time' => undef, 'status_changed_minute' => '9', 'conductors_name_honourific' => undef, 'exhibitors_name_family' => undef, 'lyricists_name_honourific' => undef, 'event_type' => undef, 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'eprintid' => '2715', 'creators_name_honourific' => '', 'pos' => '1', 'creators_name_given' => 'Ron', 'creators_id' => 'r.thompson@hud.ac.uk' }, '0' => { 'creators_name_lineage' => '', 'creators_name_family' => 'Simmons', 'eprintid' => '2715', 'creators_name_honourific' => '', 'pos' => '0', 'creators_name_given' => 'Robin', 'creators_id' => 'r.a.simmons@hud.ac.uk' } }, 'exhibitors_id' => undef, 'latitude' => undef, 'replacedby' => undef, 'status_changed_month' => '11', 'editors_name_honourific' => undef, 'admin_note' => undef, 'event_title' => '7th Conference of the Discourse, Power, Resistance Series', 'date_type' => '', 'pres_type' => 'paper', 'longitude' => undef, 'creators_name_honourific' => '', 'include_in_hebci' => 'no', 'producers_name_honourific' => undef, 'scopus_citation_count' => undef, 'datestamp_year' => '2008', 'fileinfo' => '', 'status_changed_second' => '52', 'exhibitors_name_honourific' => undef, 'editors_id' => undef, 'title' => 'Creativity in further education: resistance or compliance? 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Beginning with an analysis of notions of creativity in education and a description of the peculiar history and policy context of FE, the paper problematises the relationship between representations of creativity and the current situation of teachers and learners. Drawing on a range of empirical studies and policy analyses, it is argued that FE is increasingly positioned at the lower end of a largely class-based division of post-compulsory education in England. In such a division, we argue, meaningful creativity is difficult to achieve. Within the performative context of FE, attempts to interpret official discourse on creativity may only serve to reproduce and exacerbate existing inequalities in education. 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Teacher educators are now positioned as agents of a discourse of state control in re-shaping and re-focusing the practice of the Learning and Skills workforce. Recent research into post-compulsory teacher educators in England suggests that there is an increasing feminisation of this workforce, particularly where FE/HE partnerships are concerned. This paper uncovers the locus of power which drives the increasingly gendered division of labour and attempts to account for it by means of the intersection of structuralist and post-structuralist perspectives. Arguably, feminisation arises as a result of deep-seated changes in the organisation, direction and funding of post-compulsory education which has resulted in increasing degradation of the status of teaching in the sector. It is therefore associated with worsened conditions of employment for teacher educators, inappropriate recruitment procedures and codified modes of working. However, the paper rejects the exclusive use of a deterministic, purely structuralist perspective and considers the lived experience of women in FE. For individual women entering or engaged in teacher education, there is a complex interplay between constructions of feminine identity, familial roles and sacrifices in terms of professional autonomy and conditions of service. The paper argues that the trends taking place in the teacher educator workforce can only be understood through situating the subjective identities of teacher educators within the policy and discourse of current government priorities. 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2015

Fisher, R., Fulford, A., McNicholas, B. and Thompson, R. (2015) ‘The curriculum in the lifelong learning sector’. In: Teaching in lifelong learning : a guide to theory and practice. : Open University Press. . ISBN 9780335263325

McLay, M., Mycroft, L., Noel, P., Orr, K., Thompson, R., Tummons, J. and Weatherby, J. (2015) ‘Learning and learners’. In: Teaching in lifelong learning : a guide to theory and practice. : Open University Press. . ISBN 9780335263325

Dixon, L., Harvey, J., Powell, D., Thompson, R. and Williamson, S. (2015) ‘Practical teaching’. In: Teaching in lifelong learning : a guide to theory and practice. : Open University Press. . ISBN 9780335263325

Fulford, A., Robinson, D. and Thompson, R. (2015) ‘Teacher education for lifelong learning’. In: Teaching in lifelong learning : a guide to theory and practice. : Open University Press. . ISBN 9780335263325

Avis, J., Fisher, R. and Thompson, R. (2015) Teaching in lifelong learning : a guide to theory and practice . : Open University Press. ISBN 9780335263325

Ollin, R., Thompson, R. and Tummons, J. (2015) ‘Assessment’. In: Teaching in lifelong learning : a guide to theory and practice. : Open University Press. . ISBN 9780335263325

Fisher, R., Simmons, R. and Thompson, R. (2015) ‘Introduction to the lifelong learning sector’. In: Teaching in lifelong learning : a guide to theory and practice. : Open University Press. . ISBN 9780335263325

2014

Simmons, R., Thompson, R. and Russell, L. (2014) Education, Work and Social Change: Young People and Marginalisation in Post-Industrial Britain . : Palgrave Macmillan. ISBN 9781137335920

Russell, L., Thompson, R. and Simmons, R. (2014) Helping unemployed young people to find private sector work York, UK: Joseph Rowntree Foundation

Thompson, R., Russell, L. and Simmons, R. (2014) ‘Space, place and social exclusion: an ethnographic study of young people outside education and employmentJournal of Youth Studies , 17 (1), pp. 63-78. ISSN 13676261

Simmons, R., Thompson, R., Tabrizi, G. and Nartey, A. (2014) Engaging Young People Not in Education, Employment or Training: The Case for a Youth Resolution London, UK: UCU

2013

Thompson, R. and Simmons, R. (2013) ‘Social mobility and post-compulsory education: revisiting Boudon’s model of social opportunity. British Journal of Sociology of Education , 34 (5-6), pp. 744-765. ISSN 0142-5692

Simmons, R., Russell, L. and Thompson, R. (2013) ‘Young people and labour market marginality: findings from a longitudinal ethnographic studyJournal of Youth Studies , pp. 1-15. ISSN 1367-6261

Thompson, R (2013) ‘Social class and participation in further education: evidence from the Youth Cohort Study of England and Wales’. In: Theorizing Social Class and Education. : Routledge. . ISBN 9780415842297

Simmons, R., Thompson, R. and Russell, L. (2013) ‘Self-Esteem and Social Justice? Engaging Young People on the Margins of Education and Employment’. In: Journal of Vocational Education and Training 10th International Conference, 5th-7th July 2013, Worcester College, Oxford

Simmons, R., Russell, L. and Thompson, R. (2013) ‘NEET young people and the Labour Market: voices from the margins’. In: Discourse Power and Resistance Conference 2013 - Discourses of Inclusion and Exclusion, 9th - 11th April 2013, London, UK

Simmons, R., Russell, L. and Thompson, R. (2013) ‘NEET young people and the labour market: working on the margins’. In: Youth Studies Conference, 8-12th April 2013, Glasgow, UK

Russell, L., Simmons, R. and Thompson, R. (2013) ‘Young people’s experiences of working in the private sector: a case study approach’. In: Discourse Power and Resistance Conference 2013 - Discourses of Inclusion and Exclusion, 9th - 11th April 2013, London, UK

Simmons, R. and Thompson, R. (2013) ‘Reclaiming the Disengaged: Critical Perspectives on Young People Not in Education, Employment or Training Research in Post-Compulsory Education , 18 (1-2), pp. 1-11. ISSN 1359-6748

2012

Thompson, R., Russell, L. and Simmons, R. (2012) ‘Spatial dialectics and social exclusion: young people not in education, employment or training’. In: European conference on educational research, 18 - 21 September 2012, University of Cadiz, Spain

Simmons, R., Russell, L. and Thompson, R. (2012) ‘Social exclusion, space and place: young people not in education, employment or training’. In: British Educational Research Association Conference, 4-6 September 2012, University of Manchester

Thompson, R., Russell, L. and Simmons, R. (2012) ‘Space, place and exclusion: young people outside education and employment’. In: Space Place and Social Justice in Education, 13 July 2012, Manchester Metropolitan University

Simmons, R. and Thompson, R. (2012) ‘Well-being and Social Justice? Engaging Young Adults on the Margins of Education and Employment’. In: 42nd Annual SCUTREA Conference 2012, 3rd - 5th July 2012, Leicester, UK

Thompson, R., Russell, L. and Simmons, R. (2012) ‘Exploring the lives of NEET young people: using structuration theory to conceptualise the experience of ‘disengagement’ ’. In: Youth in Crisis and Community Interventions: Past, Present and Future Priorities, 21-22 February 2012, University of the West of Scotland

Thompson, R., Russell, L. and Simmons, R. (2012) ‘Exploring the lives of NEET young people – using structuration theory to conceptualise the experience of ‘disengagement'’. In: Youth in Crisis and Community Interventions: Past, Present and Future Interventions, 21-22 February 2012, Ayr, Scotland

2011

Thompson, R (2011) ‘Individualisation and social exclusion: the case of young people not in education, employment or training.Oxford Review of Education , 37 (6), pp. 785-802. ISSN 0305-4985

Russell, L., Simmons, R. and Thompson, R. (2011) ‘Conceptualising the lives of NEET young people: structuration theory and ‘disengagement’Education, Knowledge and Economy , 5 (3), pp. 89-106. ISSN 1749-6896

Russell, L., Simmons, R. and Thompson, R. (2011) ‘Ordinary lives: an ethnographic study of young people attending Entry to Employment programmesJournal of Education and Work , 24 (5), pp. 477-499. ISSN 1363-9080

Simmons, R. and Thompson, R. (2011) ‘Education and training for young people at risk of becoming NEET: findings from an ethnographic study of work-based learning programmesEducational Studies , 37 (4), pp. 447-450. ISSN 0305-5698

Simmons, R. and Thompson, R. (2011) NEET Young People and Training for Work: learning on the margins . Stoke-on-Trent: Trentham Books. ISBN 9781858564838

Thompson, R (2011) Further Education and Social Inclusion under New Labour Doctoral thesis, University of Huddersfield.

Thompson, R (2011) ‘Reclaiming the disengaged? A Bourdieuian analysis of work-based learning for young people in EnglandCritical Studies in Education , 52 (1), pp. 15-28. ISSN 1750-8487

2010

Thompson, R (2010) ‘Teaching on the margins: tutors, discourse and pedagogy in work-based learning for young peopleJournal of vocational education and training , 62 (2), pp. 123-137. ISSN 1363-6820

Simmons, R. and Thompson, R. (2010) ‘A longitudinal study of NEET young peopleThe leverhulme trust newsletter , p. 5.

Thompson, R (2010) ‘Learning on the margins: the ‘real lives’ of NEET young people. Discourse, Power and Resistance 9, University of Greenwich.’. In: Discourse, Power and Resistance 9, 30 March - 1 April 2010, University of Greenwich

Russell, L., Simmons, R. and Thompson, R. (2010) ‘Playing the numbers game: Connexions Personal Advisers working with young people on Entry to Employment programmesJournal of vocational education and training , 62 (1), pp. 1-12. ISSN 1363-6820

Fisher, R. and Thompson, R. (2010) ‘Introduction to the lifelong learning sector’. In: Teaching in Lifelong Learning. Milton Keynes: Open University Press. pp. 1-6. ISBN 9780335234684

McLay, M., Mycroft, L., Noel, P., Orr, K., Thompson, R., Tummons, J. and Weatherby, J. (2010) ‘Teaching in the lifelong learning sector’. In: Teaching in Lifelong Learning. Milton Keynes: Open University Press. pp. 77-102. ISBN 9780335234684

Fulford, A., Robinson, D. and Thompson, R. (2010) ‘Teacher education for lifelong learning’. In: Teaching in Lifelong Learning. Milton Keynes: Open University Press. pp. 18-27. ISBN 9780335234684

Dixon, L., Harvey, J., Thompson, R. and Williamson, S. (2010) ‘Practical teaching’. In: Teaching in lifelong learning. : McGraw Hill. pp. 119-141. ISBN 9780335234684

Ollin, R., Thompson, R. and Tummons, J. (2010) ‘Assessment’. In: Teaching in Lifelong Learning. Milton Keynes: Open University Press. pp. 163-180. ISBN 9780335234684

Fisher, R., Fulford, A., McNicholas, B. and Thompson, R. (2010) ‘The curriculum in the lifelong learning sector’. In: Teaching in Lifelong Learning. Milton Keynes: Open University Press. pp. 103-118. ISBN 9780335234684

2009

Thompson, R., Hallwood, L., Clements, C. and Rivron, H. (2009) ‘Personal development planning in initial teacher training: a case study from post-compulsory educationResearch in Post-Compulsory Education , 14 (3), pp. 269-285. ISSN 1359-6748

Thompson, R (2009) ‘Creativity, Knowledge and Curriculum in Further Education: A Bernsteinian PerspectiveBritish Journal of Educational Studies , 57 (1), pp. 37-54. ISSN 0007-1005

Simmons, R. and Thompson, R. (2009) ‘Teacher Educators in Post-Compulsory Education: gender, discourse and power ’. In: Issues in post-compulsory education and training: critical perspectives. Huddersfield: University of Huddersfield. pp. 333-352. ISBN 9781862180680

Thompson, R (2009) ‘Modernism and reality in educationPost 16 Educator , 49, pp. 16-17. ISSN 0459-2026

Simmons, R. and Thompson, R. (2009) ‘Aiming Higher: how will universities respond to changes in initial teacher training for post-compulsory sector in England? ’. In: Issues in post-compulsory education and training: critical perspectives. Huddersfield: University of Huddersfield. pp. 239-307. ISBN 9781862180680

Thompson, R (2009) ‘Social class and participation in further education: evidence from the Youth Cohort Study of England and WalesBritish Journal of Sociology of Education , 30 (1), pp. 29-42. ISSN 0142-5692

Thompson, R. and Robinson, D. (2009) ‘Changing Step or Marking Time? Teacher education reforms for the learning and skills sector in England ’. In: Issues in post-compulsory education and training: critical perspectives. Huddersfield: University of Huddersfield. pp. 353-368. ISBN 9781862180680

2008

Simmons, R. and Thompson, R. (2008) ‘Creativity and performativity: the case of further educationBritish Educational Research Journal , 34 (5), pp. 601-618. ISSN 0141-1926

Simmons, R. and Thompson, R. (2008) ‘Re-conceptualizing creativity for further education’. In: British Educational Research Association 2008, 3 - 6 September 2008, Heriot Watt University, Edinburgh

Thompson, R. and Robinson, D. (2008) ‘Changing step or marking time? Teacher education reforms for the learning and skills sector in EnglandJournal of Further and Higher Education , 32 (2), p. 161. ISSN 0309-877X

Simmons, R. and Thompson, R. (2008) ‘Creativity in further education: resistance or compliance? ’. In: 7th Conference of the Discourse, Power, Resistance Series, 18– 20 March 2008, Manchester Metropolitan University

2007

Simmons, R. and Thompson, R. (2007) ‘Teacher educators in post-compulsory education: gender, discourse and powerJournal of vocational education and training , 59 (4), pp. 517-533. ISSN 1363-6820

Simmons, R. and Thompson, R. (2007) ‘Still paying for it: FHE teacher training updatePost 16 Educator (41), pp. 11-12. ISSN 0459-2026

Simmons, R. and Thompson, R. (2007) ‘Aiming higher: how will universities respond to changes in initial teacher training for the post-compulsory sector in England?Journal of further and higher education , 31 (2), pp. 171-182. ISSN 1469-9486

Thompson, R (2007) ‘Adapting ITT to the Diploma Units’. In: The 2007 DFES Reform Agenda, 26th February 2007, University of Leicester

Simmons, R., Orr, K. and Thompson, R. (2007) ‘Gender, Discourse and Power: Reflections on the post-compulsory Teacher Educator Workforce in England. ’. In: 9th International Conference on Education, 28 - 31 May 2007, Athens, Greece

Simmons, R. and Thompson, R. (2007) ‘Cinderella's shoes: gender, autonomy and control in post-compulsory teacher education ’. In: 6th Conference of the Discourse, Power, Resistance Series, 25– 27 March 2007, Manchester Metropolitan University

2006

Simmons, R. and Thompson, R. (2006) ‘Paying for it: initial teacher training in the post-compulsory sectorPost 16 Educator (35), pp. 11-13. ISSN 0459-2026

1995

Thompson, R (1995) ‘A problem on the turning points of polynomialsInternational Journal of Mathematical Education in Science and Technology , 26 (5), pp. 675-684. ISSN 0020-739X

Esteem

I recently co-edited a Special Issue of the journal Research in Post-Compulsory Education. The issue, 'Reclaiming the disengaged: critical perspectives on young people not in education, employment or training', brings together a range of international contributors and will appear in the Spring of 2013.

Co-applicant in successful funding application to the Joseph Rowntree Foundation for research into young people's experiences in employment (£10,000)
 
In July 2012 I was awarded the Ian Martin Prize for Social Justice in Education, a joint award with my colleague Robin Simmons for a paper on employability programmes presented at the SCUTREA Conference.

In June 2012 I received £1,500 from The Higher Education Academy to support a contribution to the HEA Seminar Series in education.

Co-applicant in successful funding application to The Leverhulme Trust for research into the experiences of NEET young people (£125,000)

In September 2008, I contributed to a Keynote Symposium on creativity and performativity in education, at the British Educational Research Association Conference in Edinburgh.

I regularly referee for academic journals, including Journal of Vocational Education and Training, Research in Post-Compulsory Education, Asia-Pacific Journal of Education, and Globalisation, Societies and Education.

In July 2014, Dr. Ron Thompson is promoted to Reader.

Research Degree Supervision

  • Educational inequality and social exclusion/marginality
  • Education and the labour market
  • Teacher education, particularly for lifelong learning
  • Critical perspectives on disengagement and disaffection
  • Knowledge and the curriculum

Completed Research Supervisions

Barham, Areej (2002) An assessment of the effectiveness of co-operative learning strategies in promoting problem-solving skills and achievement in mathematics, PhD.

Folley, Sue (2012) Exploring tutors' early experiences of teaching in an online teaching environment, EdD.

Current Research Supervisions

'An investigation of Apprenticeship programmes in a Further Education College' (EdD)

'An exploration of the perceptions of FE teachers on the impact of an in-service PGCE/Cert Ed course on their professional development and practice' (EdD)

'An examination of the concept of emotional competence in relation to blended tutoring with adult learners in higher education' (EdD)

'Intervention strategies to address under-attainment in primary mathematics' (EdD)

Further information is available about Research Topics and Supervision within the School of Education and Professional Development.

Teaching and Professional Activities

Course leader and tutor for in-service Certificate in Education and PGCE (Lifelong Learning)
Course leader for Postgraduate Diploma in Education (Advanced PGCE in Lifelong Learning)
Course leader for MA Teaching in Lifelong Learning
Mathematics subject tutor for PGCE (Secondary Schools)
MA Education and Professional Development teaching and supervision
EdD teaching and supervision
PhD supervision

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