This paper seeks to draw out the continuities and ruptures in current English education policy. In particular it considers the relationship between Coalition policy rhetoric and that of the Labour Party. Although the paper is concerned with the British and more specifically English context, it examines a range of questions that move beyond that…

The paper examines Engestrom's version of activity theory. It seeks to locate this within the socio-economic and theoretical context in which notions of co-configuration and knotworking are set. Although this theoretical approach offers radical possibilities it is limited by its neglect of the wider social context in which activity systems are…

This paper is concerned with changing constructions of teaching and learning in the further education (FE) sector in England. It explores how current changes may be affecting the development of lecturers' professional identity, drawing upon a small-scale study of trainees on a full-time FE teacher training programme in the academic year 2001-2002.…

Traditional professionalism and reflective practice are inadequate and less than empowering models of teaching expertise. Teacher expertise will be more open and foster democratic relations in education if professionalism takes seriously social antagonism and social difference. (SK)

The mythical purity of research and scientific method leads to limited practice. Teacher researchers should question the universality of findings and recognize their position as researchers and as classed, raced, and gendered subjects, moving the focus away from policymakers and toward a wider constituency. (SK)