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  1. James Avis (2013). The State and Education Policy: The Academies Programme. British Journal of Educational Studies 61 (3):371-372.
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  2. James Avis (2003). Work-Based Knowledge, Evidence-Informed Practice and Education. British Journal of Educational Studies 51 (4):369 - 389.
    This paper starts from an examination of an epistemological framework that underpins practice in particular educational contexts. It examines work-based knowledge, relating this to practitioner research and evidence informed practice. This is followed by an exploration of arguments that call for increased rigour in educational research as well as the use of systematic reviews. The paper examines tensions within educational research located in particular institutional contexts which draw upon 'post-modern' conceptualisations of practice, setting these against research concerned with generalisability that (...)
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  3. James Avis (2002). Social Capital, Collective Intelligence and Expansive Learning: Thinking Through the Connections. Education and the Economy. British Journal of Educational Studies 50 (3):308 - 326.
    The paper seeks to draw out the connections between social capital, collective intelligence and expansive learning, interrogating the terms for their progressive potential. It sets these concepts within their socio-economic context, one which asserts that the development of social capital will be a vehicle for economic regeneration and competitiveness as well as a mechanism for the generation of social inclusion and cohesion. It concludes by arguing that the debate is set within a context that accepts capitalist relations and that this (...)
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  4. James Avis (2000). Policing the Subject: Learning Outcomes, Managerialism and Research in PCET. British Journal of Educational Studies 48 (1):38 - 57.
    This discussion paper examines the links between learning outcomes, managerialism and research into teaching and learning in further/higher education. It constructs a worse case scenario which explores the dangers flowing from a managerialist appropriation of both learning outcomes and research into teaching and learning. It suggests this leads to a technicised practice which limits creative and critical engagement with the curriculum. The paper calls for the development of an engaged and dialogic practice. This worst case scenario enables a consideration of (...)
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  5. James Avis (1988). White Ethnicity White Racism: Teacher and Student Perceptions of FE. Journal of Moral Education 17 (1):52-60.
    Abstract The paper considers the way in which white teachers and students make sense of ?race? in a multiracial college of further education. It argues that within white cultural forms there are two main ways of comprehending race, the ?nationalistic? and ?liberal?. It suggests however that these two forms are interrelated and that paradoxically the nationalistic may feed in and support a white ?liberalism?. It is argued that the liberal form's denial of structure serves to sustain a white racism. On (...)
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