Humans, Nonhumans and the Mediation of Workplace Learning in the Senior School Curriculum

Autor/in	Kamp, A.
Titel	Humans, Nonhumans and the Mediation of Workplace Learning in the Senior School Curriculum
Quelle	In: Journal of Vocational Education and Training, 69 (2017) 2, S.214-228 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2016.1278395
Schlagwörter	Workplace Learning; Foreign Countries; Work Experience; Vocational Education; Social Theories; Secondary School Curriculum; Qualitative Research; Semi Structured Interviews; Online Surveys; Ireland + Suchen Sie Ihr Suchwort? Ausland; Employment experience; Job experience; Occupational experience; Berufserfahrung; Ausbildung; Berufsbildung; Gesellschaftstheorie; Qualitative Forschung; Irland
Abstract	This paper brings together concepts drawn from Actor Network Theory and data generated in a research project that was conducted across the island of Ireland. Using surveys and interviews with school staff, that research explored the limits and possibilities for workplace learning as a valued component of the senior school curriculum. The current paper works with the data from the Republic of Ireland only and brings into focus the full range of actors--both human and nonhuman--that generate, or constrain, productive workplace learning opportunities for students. In the wake of the Great Recession, it is suggested that such opportunities have gained increased importance. The analysis suggests attention to the full range of actors highlights areas for intervention, and the possibilities for alliances that may be beneficial for students and their schools, for employers who provide workplace learning placements, and for vocational learning itself. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01