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The special issue (SI) TVET race and ethnicity in the global south and north closes with a critical review of debates that address race/ethnicity and TVET'. These debates focus on the crisis of care, decolonisation and whiteness as well as the manner in which we conceptualise TVET. The paper was developed in response to the special issue but also by wider debates about race, ethnicity and TVET. In a short review paper, such as this it is only feasible to signal and touch on a number of debates that could contribute towards re-thinking TVET and its wider social purposes. [ABSTRACT FROM AUTHOR]

Analysis of the discourses of British further education staff development officers, preservice teachers, and teachers and students involved in General National Vocational Qualifications revealed differing constructions of learners. Communities of practice in each instance were shaped by different conditions and the policy context of postcompulsory education. (Contains 46 references.) (SK)

The paper addresses the impact of Covid-19 on vocational education and training, seeking to discern the outline of possible directions for its future development within the debates about VET responses to the pandemic. The discussion is set in its socio-economic context, considering debates that engage with the social relations of care and neo-liberalism. The paper analyses discourses that have developed around VET across the world during the pandemic, illustrating both possible continuities and ruptures that may emerge in this field, as the health crisis becomes overshadowed in public policy by the prioritisation of economic recovery and social restoration. The paper concludes that, alongside the possibility of a narrowing of VET to its most prosaic aims and practices, the health crisis could also lead to a re-conceptualisation that develops its radical and emancipatory possibilities in both the global south and north. [ABSTRACT FROM AUTHOR]

This article explores the use of a time log diary to examine the labour process for lecturers in further education (FE). In this preliminary small-scale study, a time log diary was used as a research tool to investigate the day-to-day teaching of FE lecturers accessed through an INSET course. This examination is placed within the socio-economic and political context within which lecturers are placed. The data collected from the diaries reflected the variability of labour processes within FE. Despite individual differences in the way in which people laboured, there is evidence to support the intensification of labour with lecturers consistently working over hours. This was a feature of the cameos we examined and across the diaries as a whole, where we gained a sense of an over-burdened profession. [ABSTRACT FROM PUBLISHER]

The paper explores the experiences of further education of Access and part-time (BTEC Business and Finance and A level sociology) students. It does so by locating this in the socio-economic context, and argues for an analysis that focuses upon the discursive positioning, cultural production and student identity as learners. It examines the similarities and differences in student orientations towards further education by considering vocationalism, academism, instrumentalism, motivation and identity. [ABSTRACT FROM PUBLISHER]