Critical Thinking versus Vocationalism: A Matter of Class?

Autor/inn/en	Carver, Leland J.; Harrison, Laura M.
Titel	Critical Thinking versus Vocationalism: A Matter of Class?
Quelle	In: Equity & Excellence in Education, 48 (2015) 2, S.283-298 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2015.1025251
Schlagwörter	Social Class; Social Stratification; Higher Education; Vocational Education; Electronic Learning; College Admission; Social Justice; Access to Education; Critical Thinking; College Curriculum; Educational History; National Surveys + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Soziale Zusammensetzung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausbildung; Berufsbildung; Hochschulzugang; Hochschulzulassung; Zulassung; Soziale Gerechtigkeit; Education; Access; Bildung; Zugang; Bildungszugang; Kritisches Denken; History of education; Bildungsgeschichte
Abstract	Popular demands for greater access to higher education may have diluted the "college isn't for everyone" claim, but some members of the privileged class are making a more subtle argument: A classical liberal arts curriculum should be reserved for the elite with low and middle income students receiving vocational training. In this article, we examine the historical and contemporary manifestations of differentiated educational experiences based on class and highlight how this bifurcated phenomenon continues to surface within post-secondary's newest venue--online education. Drawing upon the theoretical tenets of knowledge production and class formation, the methodology section of this article constructs a multilayered sequence model to analyze how the college admission process reinforces this binary in stark, yet unassuming, ways. We present the resulting social justice implications in terms of students' participation in a classist educational system as well as the antidemocratic repercussions for public institutions. Lastly, we call for recommendations designed to bolster public education's commitment to critically educate all students and to restore its bedrock democratic mission. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01