Alienating Curriculum Work in Australian Vocational Education and Training

Autor/in	Hodge, Steven
Titel	Alienating Curriculum Work in Australian Vocational Education and Training
Quelle	In: Critical Studies in Education, 57 (2016) 2, S.143-159 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2015.1009842
Schlagwörter	Foreign Countries; Vocational Education; Competency Based Education; Neoliberalism; Curriculum Development; Expertise; Alienation; Educational Change; Resistance to Change; Locus of Control; Behavioral Objectives; Behavior Theories; Australia + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Neo-liberalism; Neoliberalismus; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Expert appraisal; Entfremdung; Bildungsreform; Australien
Abstract	Competency-based training (CBT) is a curriculum model employed in educational sectors, professions and industries around the world. A significant feature of the model is its permeability to control by interests outside education. In this article, a "Neoliberal" version of CBT is described and analysed in the context of Australian Vocational Education and Training (VET). In this version of the model, a division of curriculum labour is instituted that, from the perspective of Neoliberal theory, allows the interests of educators to be limited in accordance with the belief that they will neglect the interests of students and other stakeholders if they have control over the whole curriculum construction process. But this version of CBT denigrates the expertise of educators by forcing them to set aside their own judgement about what is important to teach and implement a pre-existing picture of an occupation that may or may not be an effective representation. Empirical evidence is reviewed that suggests curriculum work in VET is indeed alienating for educators. Existing critiques of CBT are considered and found to have overlooked the specifically Neoliberal form of CBT in VET analysed in the article. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01