James Avis is Professor of Post-compulsory Education and Training at the University of Huddersfield, UK.

"Avis' vigorous mapping out of the contradictions between the social justice claims of Post-compulsory Education and Training (PCET) and its ambivalent relationship to the oppressive structures of value creation is an excellent resource to academics, postgraduate students and PCET practitioners." Dr Paul Warmington University of Birmingham, UK

• Acknowledgements \ 1. Introduction \ 2. Fordism, Post-Fordism and Beyond \ 3. Work-based Learning and Social Justice: 'Learning to Labour' and the New Vocationalism \ 4. Learner Dispositions: Continuity and Change \ 5. Teachers and the Transformation of Practice \ 6. Knowledge, Curriculum and Power \ 7. Social Justice, Post-compusory Education and Practice \ 8. Conclusion \ References \ Index

James Avis is Professor of Post-compulsory Education and Training at the University of Huddersfield, UK.

"Avis' vigorous mapping out of the contradictions between the social justice claims of Post-compulsory Education and Training (PCET) and its ambivalent relationship to the oppressive structures of value creation is an excellent resource to academics, postgraduate students and PCET practitioners." Dr Paul Warmington University of Birmingham, UK

• Acknowledgements \ 1. Introduction \ 2. Fordism, Post-Fordism and Beyond \ 3. Work-based Learning and Social Justice: 'Learning to Labour' and the New Vocationalism \ 4. Learner Dispositions: Continuity and Change \ 5. Teachers and the Transformation of Practice \ 6. Knowledge, Curriculum and Power \ 7. Social Justice, Post-compusory Education and Practice \ 8. Conclusion \ References \ Index

James Avis is Professor of Post-compulsory Education and Training at the University of Huddersfield, UK.

"Avis' vigorous mapping out of the contradictions between the social justice claims of Post-compulsory Education and Training (PCET) and its ambivalent relationship to the oppressive structures of value creation is an excellent resource to academics, postgraduate students and PCET practitioners." Dr Paul Warmington University of Birmingham, UK

• Acknowledgements \ 1. Introduction \ 2. Fordism, Post-Fordism and Beyond \ 3. Work-based Learning and Social Justice: 'Learning to Labour' and the New Vocationalism \ 4. Learner Dispositions: Continuity and Change \ 5. Teachers and the Transformation of Practice \ 6. Knowledge, Curriculum and Power \ 7. Social Justice, Post-compusory Education and Practice \ 8. Conclusion \ References \ Index