Gendered Distribution of 'Knowledge Required for Empowerment' in Swedish Vocational Education Curricula?

Autor/inn/en	Ledman, Kristina; Rosvall, Per-Åke; Nylund, Mattias
Titel	Gendered Distribution of 'Knowledge Required for Empowerment' in Swedish Vocational Education Curricula?
Quelle	In: Journal of Vocational Education and Training, 70 (2018) 1, S.85-106 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ledman, Kristina) ORCID (Rosvall, Per-Åke) ORCID (Nylund, Mattias)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2017.1394358
Schlagwörter	Foreign Countries; Vocational Education; Gender Differences; Sex Stereotypes; Comparative Analysis; Curriculum Evaluation; Secondary School Curriculum; Policy Analysis; National Curriculum; Social Change; Entrepreneurship; Disproportionate Representation; Empowerment; Educational Needs; Qualitative Research; Sweden + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Geschlechterkonflikt; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Politikfeldanalyse; Sozialer Wandel; Unternehmungsgeist; Educational need; Bildungsbedarf; Qualitative Forschung; Schweden
Abstract	Sweden is internationally commended for a high degree of gender equality, but many divisions in Swedish society, including the labour market, disadvantage women. This paper addresses gendered divisions of preparation for civic participation in the vocational upper secondary national curricula, which may participate in reproduction of the pattern. In a comparative analysis of the curriculum guidelines for different vocational upper secondary programmes, we focus on the inclusion of important knowledge for empowerment and how knowledge is contextualised in terms of valued labour positions. We deploy Bernstein's concepts of horizontal and vertical discourse and Connell's concepts of production, consumption and gendered accumulation. A general finding is that vertical discourse is contextualised towards discourses of consumption in girl-dominated programmes and towards discourses of production in boy-dominated programmes. Boy-dominated programmes include more knowledge that can be clearly classified in recognised disciplines or fields, whereas girl-dominated programmes include courses of undefined knowledge, such as creativity and entrepreneurship. We conclude that the vocational curricula reinforce rather than challenge existing gender structures in the labour market and wider society. In a historical perspective, it can be concluded that Swedish vocational education policy has a continuum of 'gender-blindness', and thus confirming with wider norms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01