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<https://discovery.ucl.ac.uk/id/eprint/10020380> <http://purl.org/ontology/bibo/abstract> "This thesis investigates the relationship between policy intentions and policy effects. As a\nqualitative case study, the research focuses on an access course developed by teachers in\na sixth form college in inner London. The study examines teachers' motives and students'\nexperiences of the course as well as their post college careers over seven years. It draws\non a combination of data, including interviews with teachers and students and\ndocumentary materials. In order to contextualise the research, four 'episodes' in the\nnational development of access education are examined. Ball's policy cycle provides a\ntheoretical framework and a toolbox of theories and concepts are employed, drawn from\nfeminism(s) as well as structural and post-structuralist perspectives.\nThe empirical study begins by telling the teachers' story of the development and\ndemise of this access policy. The focus then moves to the students and the extent to\nwhich they could re-write the policy text and how this changed in different contexts of\nthe policy cycle. At the sixth form college the opportunities for such re-making were\nconsiderable, with students characterised as 'receivers', 'rejecters' and the largest group\n'recreators'. In higher education and in job seeking their room to manoeuvre was much\nmore constrained.\nA recurring theme throughout the thesis is that despite the social justice\nintentions of these teachers some aspects of the policy were stigmatising. Targeting\nstudents for special treatment involved drawing attention to their 'difference' in order to\njustify the allocation of resources. This involved a recognition-redistribution dilemma\nand may have disadvantaged them further in some ways.\nThis thesis supports former research findings of the mismatch between the ethos\nand teaching methods of access courses and those of higher education. Despite juggling\nand struggling with the demands of their degree courses the majority of students were\neventually 'successful.' Four students rejected higher education in favour of alternative\ncareers and even those with degree qualifications found these did not ensure graduate\nemployment.\nThe policy cycle approach is developed theoretically by adding explanatory\npower through the concept of recognition-redistribution dilemmas and by providing some evidence that the model under-emphasises structural constraints. The thesis concludes by\nhighlighting issues confronting the future of access education."^^<http://www.w3.org/2001/XMLSchema#string> .
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