References
- Bathmaker, A. M. (2013), 27 April–1 May). What future for ‘college for all’ in England? Paper presented in the symposium ‘Cross-National Perspectives on “College for All” in Australia, England, and the United States’. American Educational Research Association Conference, San Francisco.
- Bathmaker, A. M., & Thomas, W. (2009). Positioning themselves: An exploration of the nature and meaning of transitions in the context of dual sector FE/HE institutions in England. Journal of Further and Higher Education, 33(2), 119–130.
- Bloomer, M., & Hodkinson, P. (1999). College life, the voice of the learner. London: FEDA.
- Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). New York, NY: Greenwood.
- Bourdieu, P. (1987). What makes a social class? On the theoretical and practical existence of groups. Berkeley Journal of Sociology, 32, 1–17.
- Bourdieu, P. (1988). Homo Academicus. Cambridge: Polity Press.
- Bourdieu, P. (1996). Physical space, social space and habitus. Vilhelm Aubert Memorial lecture (ISO-rapport, No. 10). Oslo: Institute for Sociology and Human Geography, University of Oslo.
- Bourdieu, P., & Passeron, J.-C. (1990). Reproduction in education, society and culture (2nd edn.).London: Sage.
- Bourdieu, P., & Wacquant, L. (1992). An invitation to reflexive sociology. Cambridge: Polity Press.
- Bragg, D. D. (2013), 27 April–1 May). ‘College for All’ and new baccalaureate degrees in the United States. Paper presented in the symposium ‘Cross-National Perspectives on “College for All” in Australia, England, and the United States’. American Educational Research Association Conference, San Francisco, CA.
- Colley, H. (2010). There is no golden key’: Overcoming problems with data analysis in qualitative research. In P. Thomson & M. Walker (Eds.), The Routledge doctoral student’s companion: Getting to grips with research in education and the social sciences (pp. 203–221). London: Routledge.
- Colley, H. (2013). What (a) to do about impact: A Bourdieusian critique. British Educational Research Journal. doi:10.1002/berj.3112
- Connolly, C., Jones, C., & Jones, M. (2007). Managing collaboration across further and higher education: A case in practice. Journal of Further and Higher Education, 31(2), 159–169.
- Creasy, R. (2013). HE lite: Exploring the problematic position of HE in FECs. Journal of Further and Higher Education, 37(1), 38–53.
- Deer, C. (2003). Bourdieu on higher education: The meaning of the growing integration of educational systems and self-reflective practice. British Journal of Sociology of Education, 24(2), 195–206.
- Doyle, M. (2006). Foundation degree and partnership approaches to curriculum development and delivery. In P. Beaney (Ed.), Researching foundation degrees: Linking research and practice (pp. 123–145). Lichfield: FDF.
- Doyle, M., & O’Doherty, E. (2006). Foundation degrees and widening participation: Earning, learning and public sector modernisation. Widening Participation and Lifelong Learning, 8(1), 4–13.
- Dunne, L., Goddard, G., & Woodhouse, C. (2008). Mapping the changes: A critical exploration into the career trajectories of teaching assistants who undertake a foundation degree. Journal of Vocational Education and Training, 60(1), 49–59.
- Ecclestone, K. (2002). Learning autonomy in post-16 education: The policy and practice of formative assessment. London: Routledge Falmer.
- Edmond, N., Hillier, Y., & Price, M. (2007). Between a rock and a hard place: The role of HE and foundation degrees in workforce development. Education + Training, 49(3), 170–181.
- Fenge, L. A. (2011). A second chance at learning but it’s not quite higher education’: Experience of a foundation degree. Journal of Further and Higher Education, 35(3), 375–390.
- Gleeson, D., & Keep, E. (2004). Voice without accountability: The changing relationship between employers, the state and education in England. Oxford Review of Education, 30(1), 37–63.
- Harvey, L. (2009). Review of research literature focussed on Foundation degrees. Lichfield: FDF.
- Hodkinson, P., & Bloomer, M. (2000). Stokingham Sixth Form College: Institutional culture and dispositions to learning. British Journal of Sociology of Education, 21(2), 187–202.
- Hodkinson, P., & Bloomer, M. (2001). Dropping out of further education: Complex causes and simplistic policy assumptions. Research Papers in Education, 16(2), 117–140.
- Lea, J., & Simmons, J. (2012). Higher education in further education: Capturing and promoting HEness. Research in Post-Compulsory Education, 17(2), 179–193.
- Leahy, S. M. (2012). The barbarians at the gate. Playing the higher education game: Observations from the periphery of the field. Journal of Further and Higher Education, 36(2), 169–185.
- Moustakas, C. (1990). Heuristic research: Design, methodology, and applications. Newbury Park, CA: Sage.
- Parry, G. et al. (2008). Universal access and dual regimes of further and higher education: Full research report. ESRC End of Award Report, RES-139-25-0245. Swindon: ESRC.
- Parry, G. (2011). Mobility and hierarchy in the age of near-universal access. Critical Studies in Education, 52(2), 135–149.
- Parry, G. (2012). Higher education in further education colleges: A primer. Perspectives, 16(4), 118–122.
- Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. In J. Hatch & R. Wisniewski (Eds.), Life history and narrative (pp. 5–23). London: Falmer.
- Rawolle, S., & Lingard, R. (2013). Bourdieu and educational research: Thinking tools, relational thinking, beyond epistemological innocence. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 117–137). London: Routledge.
- Reay, D. (2004). It’s all becoming a habitus’: Beyond the habitual use of habitus in educational research. British Journal of Sociology of Education, 25(4), 431–444.
- Reay, D., David, M., & Ball, S. (2001). Making a Difference?: Institutional habituses and higher education choice. Sociological Research Online, 5(4). Retrieved from http://www.socresonline.org.uk/5/4/reay.html
- Smith, D. (1990). The conceptual practices of power: A feminist sociology of knowledge. Toronto, ON: University of Toronto Press.
- Smith, D. (2005). Institutional ethnography: A sociology for people. Lanham, MD: AltaMira Press.
- Thomson, L. (2001). Power, assumptions and prescriptions: a critique of widening participation policy-making. Higher Education Policy, 14(4), 361–376.
- Thomson, P. (2005). Bringing Bourdieu to policy sociology: Codification, misrecognition and exchange value in the UK context. Journal of Education Policy, 20(6), 741–758.
- Thomson, P. (2010). Headteacher autonomy: A sketch of a Bourdieusian field analysis of position and practice. Critical Studies in Education, 51(1), 5–20.
- Trim, P. R. J. (2001). An Analysis of a partnership arrangement between an institution of further education and an institution of higher education. Journal of Further and Higher Education, 25(1), 107–116.
- Turner, R., McKenzie, L. M., McDermott, A. P., & Stone, M. (2009). Emerging HE cultures: Perspectives from CETL award holders in a partner college network. Journal of Further and Higher Education, 33(3), 255–263.
- Wacquant, L. J. D. (1992). Toward a social praxaeology: The structure and logic of Bourdieu’s sociology. In P. Bourdieu & L. J. D. Wacquant (Eds.), An invitation to reflexive sociology (pp. 2–59). Cambridge: Polity Press.
- West, J. (2006). Patrolling the borders: Accreditation in further and higher education in England. Journal of Further and Higher Education, 30(1), 11–26.
- Wheelahan, L. (2013), 27 April–1 May). ‘College for all’ in Australia – meritocracy or social inequality? Paper presented in the symposium ‘Cross-National Perspectives on “College for All” in Australia, England, and the United States’. American Educational Research Association Conference, San Francisco, CA.
- Young, M. (2006). Editorial. Further and higher education: A seamless or differentiated future?. Journal of Further and Higher Education, 30(1), 1–10.