Aspects of Vocational Pedagogy as Practice: Decolonizing Minds and Negotiating Local Knowledge

Autor/inn/en	Mjelde, Liv; Daly, Richard
Titel	Aspects of Vocational Pedagogy as Practice: Decolonizing Minds and Negotiating Local Knowledge
Quelle	In: International Journal of Training Research, 10 (2012) 1, S.43-57 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1448-0220
DOI	10.5172/ijtr.2012.10.1.43
Schlagwörter	Foreign Countries; Developing Nations; Educational Development; Masters Programs; Program Development; Educational Philosophy; Educational Theories; Sociocultural Patterns; Cultural Influences; Comparative Education; International Education; Politics of Education; Educational Cooperation; Teacher Education Programs; Foreign Policy; Communities of Practice; Indigenous Knowledge; Indigenous Populations; Labor Market; Social Organizations; Comparative Analysis; Researchers; Vocational Education; Social Class; Vocational Education Teachers; Africa; Norway; Sudan; Uganda + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Bildungsentwicklung; Magister course; Magisterstudiengang; Programmplanung; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Soziokulturelle Theorie; Cultural influence; Kultureinfluss; Vergleichende Erziehungswissenschaft; Internationale Erziehung; Educational policy; Bildungspolitik; Education; cooperation; Kooperation; Außenpolitik; Community; Sinti und Roma; Labour market; Arbeitsmarkt; Researcher; Forscher; Ausbildung; Berufsbildung; Social classes; Soziale Klasse; Ausbilder; Afrika; Norwegen
Abstract	This work is based on the experience of the authors' involvement in the development of a Masters of Vocational Pedagogy program in Uganda and Southern Sudan between 2007 and 2011. This is also grounded in work with Vocational Education and Culture (VET) over many years. The terms VET and Culture are interdependent; both terms are highly contested in our class-divided world. Vocational, associated closely with the manual labour market, which is often stigmatized as a poor cousin of general education. Culture, on the other hand, from colere (Latin: to cultivate) has to do with patterns of human activity and symbolic systems that lend them meaning in both phylo- and ontogenetic senses. Implicitly or explicitly, VET studies focus on comparative policy content and standardization in the face of an ever-changing labour market. We argue that, given the sectional interests in society, epistemological honesty demands a clear exposition of the researcher's standpoint of knowing. Where does the VET analyst stand in society and in relation to comparative studies? What is demanded of the eyes and ears of researcher from the North working in the South? How about the colleagues in the South? Long ago Ngugi wa Thiong'o entitled one of his books "Decolonizing the Mind" (1981), which remains a useful descriptive endeavour for both North and South. The authors are both concerned with learning and teaching in communities of practice. Liv Mjelde has spent her working life learning/teaching in the working class culture of VET, and the other with learning and teaching in "multicultural" under-class settings. A source of inspiration for this work has been critical voices from indigenous people and empirical work in VET done both in "North and South". The work discussed here draws on activity theory, or learning activity as a social relationship as discussed by Vygotsky, Leont'ev and Luria and using Dorothy Smith's "standpoint of knowing" in relation to the social organization of knowledge. (Contains 15 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10