Literaturnachweis - Detailanzeige
Autor/in | Wheelahan, Leesa |
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Titel | Not Just Skills: What a Focus on Knowledge Means for Vocational Education |
Quelle | In: Journal of Curriculum Studies, 47 (2015) 6, S.750-762 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0272 |
DOI | 10.1080/00220272.2015.1089942 |
Schlagwörter | Stellungnahme; Vocational Education; Job Skills; Curriculum; Educational Theories; Experiential Learning; Inclusion; Social Theories; Access to Information; Student Needs; Theory Practice Relationship; Educational Policy; Social Justice; Competency Based Education Ausbildung; Berufsbildung; Produktive Fertigkeit; Curricula; Lehrplan; Rahmenplan; Educational theory; Theory of education; Bildungstheorie; Experiental learning; Erfahrungsorientiertes Lernen; Inklusion; Gesellschaftstheorie; Theorie-Praxis-Beziehung; Politics of education; Bildungspolitik; Soziale Gerechtigkeit; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode |
Abstract | This contribution to the symposium on Michael Young's article "Overcoming the crisis in curriculum theory: a knowledge based approach", supports his contention that curriculum theory has lost sight of its object--"what is taught and learned in schools", and argues that this has particularly deleterious consequences for vocational education and training (VET). VET is unproblematically positioned as applied, experiential and work-focused learning, and it is seen as a solution for those who are alienated from or unsuccessful in more traditional forms of academic education. This article argues that rather than being a mechanism for social inclusion, VET is instead a key way in which social inequality is mediated and reproduced because it excludes students from accessing the theoretical knowledge they need to participate in debates and controversies in society and in their occupational field of practice. It presents a social realist analysis to argue why VET students need access to theoretical knowledge, how a focus on experiential and applied learning constitutes a mechanism for social exclusion and what a "knowledge rich" VET curriculum would look like. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |