The rise and rise of learning careers: a Foucauldian genealogy

Abstract

Bloomer began using the concept of ‘learning careers’ in 1996 with similar ideas being offered by Hodkinson on ‘careership’. Their collaboration began in relation to research conducted on the transition from school to Further Education. Part of the rationale put forward for further developing this concept was that much of the literature relating to learning gave scant regard for the complex social and cultural context within which learning takes place. By employing a genealogical methodology borrowed from Foucault, I will address the circumstances under which this concept developed. The advantage of this is that it highlights this discourse as just one of many possible alternatives. My assertion is that due to the dominance of individualistic theories of learning, Bloomer and Hodkinson’s work should be viewed as a counter narrative.

Acknowledgement

I would like to thank Professor Ann‐Marie Bathmaker of the University of the West of England for her invaluable support and guidance in the production of this paper.