For the curious: A multi-method exploration of curiosity in further education colleges through the narratives of lecturers

ABSTRACT

This paper explores curiosity of Further Education (FE) lecturers in the United Kingdom through personal narratives and focused group discussions. The paper identifies how curiosity is viewed by FE lecturers as a positive trait for learners to possess, yet when discussing their own curiosities, views changed. Narratives emerge of curiosity being more of a problematic trait to possess whilst lecturing within the business-like structures and an outcome driven environment of FE. The lack of space for lecturer’s curiosity was viewed not as a specific institutions problem, but as a system wide problem across the culture of FE. Lecturers felt that creating curiosity, created more work for themselves and was neither celebrated nor embraced within their FE settings.

KEYWORDS:

• Curiosity
• curious
• further education
• lecturers
• post-compulsory
• narratives
• education policy

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Gemma R. Martin

Gemma R. Martin, currently researching curiosity in post-compulsory education as part of my Professional Doctorate in Education (EdD) with Newman University. I have lectured in education, psychology and research in both Further Education (Solihull College and University Centre) and Higher Education (University of Wolverhampton) settings in the UK. In 2020 I emigrated to British Columbia in Canada where I currently support research focused on social justice for children and youth through work with the Representative for Children and Youth, BC.