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Original Articles

The assault on the professions and the restructuring of academic and professional identities: a Bernsteinian analysis

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Pages 183-197 | Published online: 19 Oct 2010

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (121)

Jim Hordern & Clare Brooks. (2024) Towards Instrumental Trainability in England? The ‘Official Pedagogy’ Of The Core Content Framework. British Journal of Educational Studies 72:1, pages 5-22.
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Nicky Wolmarans. (2022) Recontextualising professional knowledge: a view on ‘practical knowledge’. Teaching in Higher Education 27:8, pages 1042-1057.
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David R. Jones, Trang Gardner & Hong Bui. (2022) Vietnamese early career academics’ identity work: balancing tensions between East and West. Studies in Higher Education 47:6, pages 1284-1296.
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Mark Barrow, Barbara Grant & Linlin Xu. (2022) Academic identities research: mapping the field’s theoretical frameworks. Higher Education Research & Development 41:2, pages 240-253.
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Goran Puaca. (2021) Academic Leadership and Governance of Professional Autonomy in Swedish Higher Education. Scandinavian Journal of Educational Research 65:5, pages 819-830.
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James Garraway. (2021) Academics’ learning in times of change: a change laboratory approach. Studies in Continuing Education 43:2, pages 223-243.
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Leesa Wheelahan & Gavin Moodie. (2021) Analysing micro-credentials in higher education: a Bernsteinian analysis. Journal of Curriculum Studies 53:2, pages 212-228.
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Gillian Aitken & Sinéad O’Carroll. (2020) Academic identity and crossing boundaries: the role of the Programme Director in postgraduate taught programmes. Higher Education Research & Development 39:7, pages 1410-1424.
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Mark Connolly & Joe Hughes-Stanton. (2020) The professional role and identity of teachers in the private and state education sectors. British Journal of Sociology of Education 41:5, pages 717-732.
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Yochanan Altman, Yehuda Baruch, Pablo Zoghbi Manrique-de-Lara & Maria Mercedes Viera Armas. (2020) Baby boomers at the cusp of their academic career: Storming ahead, Hanging on, or Calling it a day. Studies in Higher Education 45:7, pages 1335-1350.
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Malcolm Thorburn. (2020) Privatisation reforms and health work in schools: the end of the beginning. Discourse: Studies in the Cultural Politics of Education 41:2, pages 299-309.
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Susanne Dodillet, Sverker Lundin & Jens Oliver Krüger. (2019) Constructing professionalism in teacher education. Analytical tools from a comparative study. Education Inquiry 10:3, pages 208-225.
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Jim Hordern. (2019) Higher expertise, pedagogic rights and the post-truth society. Teaching in Higher Education 24:3, pages 288-301.
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Jim Hordern. (2019) A ‘region’ under siege? Singularisation, regionalisation and genericism in Early Childhood Studies in England. International Journal of Early Years Education 27:2, pages 118-131.
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Jim Hordern & Maria Teresa Tatto. (2018) Conceptions of teaching and educational knowledge requirements. Oxford Review of Education 44:6, pages 686-701.
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Lena Sjöberg. (2018) The shaping of pre-service teachers’ professional knowledge base through assessments. European Journal of Teacher Education 41:5, pages 604-619.
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Jim Hordern. (2018) Educational knowledge: traditions of inquiry, specialisation and practice. Pedagogy, Culture & Society 26:4, pages 577-591.
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Denry Machin. (2018) The hybrid professional: an examination of how educational leaders relate to, with and through managerialism. British Journal of Sociology of Education 39:4, pages 518-534.
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Sarah J. McCarthey & Rebecca Woodard. (2018) Faithfully following, adapting, or rejecting mandated curriculum: teachers’ curricular enactments in elementary writing instruction. Pedagogies: An International Journal 13:1, pages 56-80.
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Tai Peseta, Tracy Fortune, Adrian Jones, Sarah Barradell & Mary Kennedy-Jones. (2018) Returning history to the educational formation of health professionals in Australia. Teaching in Higher Education 23:1, pages 17-29.
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Peter Williams. (2017) Assessing collaborative learning: big data, analytics and university futures. Assessment & Evaluation in Higher Education 42:6, pages 978-989.
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Jim Hordern. (2017) Grammaticality and educational research. British Journal of Educational Studies 65:2, pages 201-217.
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Parlo Singh. (2017) Pedagogic governance: theorising with/after Bernstein. British Journal of Sociology of Education 38:2, pages 144-163.
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Rolf Lidskog & Daniel Sjödin. (2016) Risk governance through professional expertise. Forestry consultants’ handling of uncertainties after a storm disaster. Journal of Risk Research 19:10, pages 1275-1290.
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Jim Hordern. (2016) Differentiating knowledge, differentiating (occupational) practice. Journal of Vocational Education & Training 68:4, pages 453-469.
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Jeanne Gamble. (2016) From labour market to labour process: finding a basis for curriculum in TVET. International Journal of Training Research 14:3, pages 215-229.
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Susan Maree McNaughton & Jennie Billot. (2016) Negotiating academic teacher identity shifts during higher education contextual change. Teaching in Higher Education 21:6, pages 644-658.
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Jim Hordern. (2016) Regions and their relations: sustaining authoritative professional knowledge. Journal of Education and Work 29:4, pages 427-449.
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Christine Winberg, Simon Winberg, Cecilia Jacobs, James Garraway & Penelope Engel-Hills. (2016) ‘I take engineering with me': epistemological transitions across an engineering curriculum. Teaching in Higher Education 21:4, pages 398-414.
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Jim Hordern. (2016) On the making and faking of knowledge value in higher education curricula. Teaching in Higher Education 21:4, pages 367-380.
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Ursula Hoadley & Johan Muller. (2016) Visibility and differentiation: systemic testing in a developing country context. The Curriculum Journal 27:2, pages 272-290.
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Karl Kullmann. (2016) Disciplinary convergence: landscape architecture and the spatial design disciplines. Journal of Landscape Architecture 11:1, pages 30-41.
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Denis Feather. (2016) Defining academic – real or imagined. Studies in Higher Education 41:1, pages 110-123.
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Polychronis Sifakakis, Anna Tsatsaroni, Antigone Sarakinioti & Menie Kourou. (2016) Governance and knowledge transformations in educational administration: Greek responses to global policies. Journal of Educational Administration and History 48:1, pages 35-67.
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Stuart Tennant, Mike Murray, Alan Forster & Nick Pilcher. (2015) Hunt the shadow not the substance: the rise of the career academic in construction education. Teaching in Higher Education 20:7, pages 723-737.
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Jim Hordern. (2015) Teaching, teacher formation, and specialised professional practice. European Journal of Teacher Education 38:4, pages 431-444.
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Indika Liyanage, Tony Walker & Parlo Singh. (2015) TESOL professional standards in the “Asian century”: dilemmas facing Australian TESOL teacher education. Asia Pacific Journal of Education 35:4, pages 485-497.
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Paul Ashwin, Andrea Abbas & Monica McLean. (2015) Representations of a high-quality system of undergraduate education in English higher education policy documents. Studies in Higher Education 40:4, pages 610-623.
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Jim Hordern. (2015) An unfinished experiment: ambiguity and conflict in the implementation of higher skills policy. Research Papers in Education 30:2, pages 248-265.
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Monika Nerland & Berit Karseth. (2015) The knowledge work of professional associations: approaches to standardisation and forms of legitimisation. Journal of Education and Work 28:1, pages 1-23.
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Jim Hordern. (2015) Higher apprenticeships and the shaping of vocational knowledge. Research in Post-Compulsory Education 20:1, pages 17-34.
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Nick Pratt, Michael Tedder, Ruth Boyask & Peter Kelly. (2015) Pedagogic relations and professional change: a sociocultural analysis of students' learning in a professional doctorate. Studies in Higher Education 40:1, pages 43-59.
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Antigone Sarakinioti & Anna Tsatsaroni. (2015) European education policy initiatives and teacher education curriculum reforms in Greece. Education Inquiry 6:3.
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Michael Cross & Elizabeth Ndofirepi. (2015) On becoming and remaining a teacher: rethinking strategies for developing teacher professional identity in South Africa. Research Papers in Education 30:1, pages 95-113.
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Jim Hordern. (2014) The Logic and Implications of School-based Teacher Formation. British Journal of Educational Studies 62:3, pages 231-248.
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Jim Hordern. (2014) Management studies educational knowledge: technical, elite or political?. Teaching in Higher Education 19:4, pages 385-396.
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Paul Gibbs. (2014) The phenomenology of professional practice: a currere. Studies in Continuing Education 36:2, pages 147-159.
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Hilde Wågsås Afdal & Monika Nerland. (2014) Does Teacher Education Matter? An Analysis of Relations to Knowledge among Norwegian and Finnish Novice Teachers. Scandinavian Journal of Educational Research 58:3, pages 281-299.
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Ben Kotzee. (2014) Expertise, fluency and social realism about professional knowledge. Journal of Education and Work 27:2, pages 161-178.
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Brian Miller. (2014) Free to manage? A neo-liberal defence of academic freedom in British higher education. Journal of Higher Education Policy and Management 36:2, pages 143-154.
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Jim Hordern. (2014) How is vocational knowledge recontextualised?. Journal of Vocational Education & Training 66:1, pages 22-38.
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Denis Feather. (2014) Professionalism: doing a good job!. Research in Post-Compulsory Education 19:1, pages 107-118.
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James Avis. (2014) Workplace learning, VET and vocational pedagogy: the transformation of practice. Research in Post-Compulsory Education 19:1, pages 45-53.
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Kate O'Connor & Lyn Yates. (2014) Disciplinary representation on institutional websites: changing knowledge, changing power?. Journal of Educational Administration and History 46:1, pages 1-16.
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Jim Hordern. (2013) Undergraduates and research: connectivity in the university. Educational Studies 39:5, pages 535-547.
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Dennis Beach & Carl Bagley. (2013) Changing professional discourses in teacher education policy back towards a training paradigm: a comparative study. European Journal of Teacher Education 36:4, pages 379-392.
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Mike Calvert & Koi Muchira-Tirima. (2013) Making sense of professionalism and being a professional in a Kenyan higher education context. Journal of Education for Teaching 39:4, pages 370-382.
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Jim Hordern. (2013) A productive system of early years professional development. Early Years 33:2, pages 106-118.
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John Beck. (2013) Powerful knowledge, esoteric knowledge, curriculum knowledge. Cambridge Journal of Education 43:2, pages 177-193.
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Monica McLean, Andrea Abbas & Paul Ashwin. (2013) The use and value of Bernstein’s work in studying (in)equalities in undergraduate social science education. British Journal of Sociology of Education 34:2, pages 262-280.
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Val Brooks & Jill Thistlethwaite. (2012) Working and Learning Across Professional Boundaries. British Journal of Educational Studies 60:4, pages 403-420.
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Miriam E. David. (2012) Feminism, gender and global higher education: women's learning lives. Higher Education Research & Development 31:5, pages 679-687.
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Mark Murphy & Tony Brown. (2012) Learning as relational: intersubjectivity and pedagogy in higher education. International Journal of Lifelong Education 31:5, pages 643-654.
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Stephanie Allais. (2012) Claims vs. practicalities: lessons about using learning outcomes. Journal of Education and Work 25:3, pages 331-354.
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John Lea & Jonathan Simmons. (2012) Higher education in further education: capturing and promoting HEness. Research in Post-Compulsory Education 17:2, pages 179-193.
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Dennis Beach & Carl Bagley. (2012) The weakening role of education studies and the re-traditionalisation of Swedish teacher education. Oxford Review of Education 38:3, pages 287-303.
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John Beck. (2012) Reinstating knowledge: diagnoses and prescriptions for England’s curriculum ills. International Studies in Sociology of Education 22:1, pages 1-18.
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Gina Wisker. (2012) Editorial. Innovations in Education and Teaching International 49:1, pages 1-3.
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Brian D. Barrett. (2012) Is interdisciplinarity old news? A disciplined consideration of interdisciplinarity. British Journal of Sociology of Education 33:1, pages 97-114.
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Mark Murphy. (2011) Troubled by the past: history, identity and the university. Journal of Higher Education Policy and Management 33:5, pages 509-517.
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Samantha Sin, Anna Reid & Lars Owe Dahlgren. (2011) The conceptions of work in the accounting profession in the twenty-first century from the experiences of practitioners. Studies in Continuing Education 33:2, pages 139-156.
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James Avis, Roy Canning, Roy Fisher, Brenda Morgan‐Klein & Robin Simmons. (2011) Vocational education teacher training in Scotland and England: policy and practice. Journal of Vocational Education & Training 63:2, pages 115-127.
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Rejoice Nsibande & James Garraway. (2011) Professional development through formative evaluation. International Journal for Academic Development 16:2, pages 97-107.
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StevenC. Ward. (2011) COMMENTARY. Journal of Cultural Economy 4:2, pages 205-215.
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Linda Anne Barkas. (2011) ‘Teaching’ or ‘support’? The poisoned chalice of the role of Students’ Skills Centres. Journal of Further and Higher Education 35:2, pages 265-286.
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Elizabeth McKinley, Barbara Grant, Sue Middleton, Kathie Irwin & Les R. Tumoana Williams. (2011) Working at the Interface: Indigenous Students’ Experience of Undertaking Doctoral Studies in Aotearoa New Zealand. Equity & Excellence in Education 44:1, pages 115-132.
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Denis Feather. (2010) A whisper of academic identity: an HE in FE perspective. Research in Post-Compulsory Education 15:2, pages 189-204.
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Sandra Leaton Gray & Geoff Whitty. (2010) Social trajectories or disrupted identities? Changing and competing models of teacher professionalism under New Labour. Cambridge Journal of Education 40:1, pages 5-23.
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Duna Sabri. (2010) Absence of the academic from higher education policy. Journal of Education Policy 25:2, pages 191-205.
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G.M. Lawson. (2010) Changing pedagogic codes in a class of landscape architects learning ‘ecologically sustainable development’. British Journal of Sociology of Education 31:2, pages 199-216.
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Malcolm Tight. (2010) The Golden Age of Academe: Myth or Memory?. British Journal of Educational Studies 58:1, pages 105-116.
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Tony Harland, Toni Tidswell, David Everett, Leigh Hale & Neil Pickering. (2010) Neoliberalism and the academic as critic and conscience of society. Teaching in Higher Education 15:1, pages 85-96.
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PatriciaE. Bourke. (2009) Professional development and teacher aides in inclusive education contexts: where to from here?. International Journal of Inclusive Education 13:8, pages 817-827.
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Rebecca Turner, Liz McKenzie & Mark Stone. (2009) ‘Square peg – round hole’: the emerging professional identities of HE in FE lecturers working in a partner college network in south‐west England. Research in Post-Compulsory Education 14:4, pages 355-368.
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Dave Hall & HelenM. Gunter. (2009) Tony Blair’s big prize? A reply to Furlong. Oxford Review of Education 35:6, pages 765-770.
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Ming Cheng. (2009) Academics’ Professionalism and Quality Mechanisms: Challenges and Tensions. Quality in Higher Education 15:3, pages 193-205.
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Mark Murphy. (2009) Bureaucracy and its limits: accountability and rationality in higher education. British Journal of Sociology of Education 30:6, pages 683-695.
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Johan Muller. (2009) Forms of knowledge and curriculum coherence. Journal of Education and Work 22:3, pages 205-226.
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Valerie Anne Clifford. (2009) Engaging the disciplines in internationalising the curriculum. International Journal for Academic Development 14:2, pages 133-143.
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Barbara Adkins. (2009) PhD pedagogy and the changing knowledge landscapes of universities. Higher Education Research & Development 28:2, pages 165-177.
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Zoè Williamson & Gillian Robinson. (2009) ‘Challenge’, ‘freedom’, ‘change’: an emerging language of activism from Chartered Teachers?. Professional Development in Education 35:1, pages 43-61.
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John Furlong. (2008) Making teaching a 21st century profession: Tony Blair’s big prize. Oxford Review of Education 34:6, pages 727-739.
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Kåre Heggen. (2008) Social workers, teachers and nurses – from college to professional work. Journal of Education and Work 21:3, pages 217-231.
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Kate Adams. (2008) What’s in a name? Seeking professional status through degree studies within the Scottish early years context. European Early Childhood Education Research Journal 16:2, pages 196-209.
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Louise Archer. (2008) The new neoliberal subjects? Young/er academics’ constructions of professional identity. Journal of Education Policy 23:3, pages 265-285.
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Sue Middleton. (2008) Research assessment as a pedagogical device: Bernstein, professional identity and Education in New Zealand. British Journal of Sociology of Education 29:2, pages 125-136.
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James Avis. (2007) Post‐compulsory education and training: transformism and the struggle for change. International Studies in Sociology of Education 17:3, pages 195-209.
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Leesa Wheelahan. (2007) How competency‐based training locks the working class out of powerful knowledge: a modified Bernsteinian analysis. British Journal of Sociology of Education 28:5, pages 637-651.
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Christine Hall, Pat Thomson & Lisa Russell. (2007) Teaching like an artist: the pedagogic identities and practices of artists in schools. British Journal of Sociology of Education 28:5, pages 605-619.
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Paul Cooper. (2007) Knowing your ‘Lemons’: Quality Uncertainty in UK Higher Education. Quality in Higher Education 13:1, pages 19-29.
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Patricia Bourke & Suzanne Carrington. (2007) Inclusive Education Reform: Implications for Teacher Aides. Australasian Journal of Special Education 31:1, pages 15-24.
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Jens‐Christian Smeby. (2007) Connecting to professional knowledge. Studies in Higher Education 32:2, pages 207-224.
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Rob Moore. (2007) Going critical: the problem of problematizing knowledge in education studies. Critical Studies in Education 48:1, pages 25-41.
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Helen Colley, David James & Kim Diment. (2007) Unbecoming teachers: towards a more dynamic notion of professional participation. Journal of Education Policy 22:2, pages 173-193.
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David Hartley. (2007) Organizational epistemology, education and social theory. British Journal of Sociology of Education 28:2, pages 195-208.
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Pat Sikes. (2006) Working in a ‘new’ university: in the shadow of the Research Assessment Exercise?. Studies in Higher Education 31:5, pages 555-568.
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