Law and ethics: problematising the role of the foundation degree and paralegal education in English post-compulsory education

Abstract

This article is based on research on a foundation degree programme in paralegal education in England. The content explores the pedagogical benefits of this academic programme with its workrelated focus. The research has been completed with academic tutors and students who are associated with a foundation degree programme in paralegal education in the north of England. The researchers have adopted an ethnographic paradigm in their exploration of learning and teaching within this academic programme. The research is 'field based' as it is situated in a particular context and it has occurred over four years of investigation. The article advocates the development of a transformative learning ethos that is based on a sound philosophy of teaching and learning in order to support the development of understandings of ethics within a vocational foundation degree context. The originality of the article rests in the observation that paralegal education is ideally situated within a foundation degree structure due to its vocational emphasis and its philosophy of pedagogy. The combination of practical work experience on the foundation degree and a clear vision of pedagogy has led to the emergence of a vibrant curriculum within a post-compulsory educational context.

It does more than it says on the tin! Problematising higher education in further education in England

“…The programme has operated since 2005 as a vocational degree. The research develops some of the previous research that is associated with HE in FE (for example Ingleby and Gibby 2016;Parry 2003;. The unification of University and non-University education in England in 1992 resulted in an expansion of HE in FE (Young 2006).…”

“…To complement the arguments of van Andel, Pimentel Botas and Huisman (2012), I have interpreted this new research via a theoretical framework that is based on an epistemological interpretation of theories of literacy as social practice. This enables connections to be seen between 'texts', curriculum 'events' and pedagogical 'practices' (Ingleby and Gibby 2016). The students and the academic tutors are influenced by the policymakers and their 'texts' (DfES 2003;BIS 2009; The Browne Report 2010).…”

“…It is the conversations in society that reveal a 'regime of truths' within social spaces (Foucault 1972, 49). It can be argued that within HE in FE in England, a 'regime of truths' is constituted from 'texts' (policy documents, curriculum documents, academic books and articles), curriculum 'events' (activities generated from these documents) and stakeholder 'practices'-individual interpretations of these curriculum events (Ingleby and Gibby 2016). In order to add to the interest in the neoliberal agenda in higher education I present an epistemological discussion that is based on interpreting theories of literacy as social practices within this research context.…”

“…There are also other understandings of the purpose of higher education. HE in FE is portrayed as a vocational form of higher education (DfES [Department for Education and Skills] Ingleby and Gibby 2016;Parry 2003;. This paper presents research findings from a selection of the academics and the students who are engaged with HE in FE in England.…”

Imitation is not always flattery! The consequences of academy schools in England for further education policy

“…There can be an absence of a developmental imperative that enables students to be nurtured by teaching learning and assessment (Bathmaker and Avis 2005). The curriculum in Further Education in England can evidence managerialist discourse that is associated with audit and measurement (Strathern 2000, cited in Ingleby andGibby 2016). The consequence can be a standards-driven curriculum that is not meeting the needs of students (Ingleby 2014;Lucas 2007, cited in Ingleby andGibby 2016).…”