Indigenous People in Vocational Education and Training from a Social Justice Perspective: An Overview of International Literature

Autor/inn/en	Joncas, Jo Anni; Edward, Kara; Moisan, Sabrina; Grisé, Xavier-Michel; Lepage, Jessie
Titel	Indigenous People in Vocational Education and Training from a Social Justice Perspective: An Overview of International Literature
Quelle	In: Journal of Vocational Education and Training, 75 (2023) 1, S.63-86 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Joncas, Jo Anni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2022.2122539
Schlagwörter	Indigenous Populations; Vocational Education; Intervention; Social Justice; Equal Education; Decolonization; Inclusion; Program Effectiveness; Access to Education; Foreign Countries; Australia; Canada; New Zealand; United States + Suchen Sie Ihr Suchwort? Sinti und Roma; Ausbildung; Berufsbildung; Soziale Gerechtigkeit; Dekolonisation; Entkolonialisierung; Inklusion; Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Australien; Kanada; Neuseeland; USA
Abstract	Drawing on a review of international literature published between 2005 and 2021, the present article discusses interventions tailored for Indigenous people in vocational education and training. A critical analysis of this literature was carried out to gain a deeper understanding of the scope of these interventions in bolstering success among Indigenous people in vocational education. Three axes of analysis were used to examine 24 academic papers: the interventions featured in these papers, the conception of social justice in education (i.e. equality of place, equality of opportunity, equity and inclusion, and decolonisation) underpinning these interventions, and their effects on success. The findings paint a picture of the relevance and scope of initiatives that can foster Indigenous student success in vocational education and at the same time reveal the limitations of these studies. They also show which conception of social justice in education appears the most promising. The article concludes with a brief discussion of a few fundamental elements that need to be kept in mind when developing initiatives for Indigenous people in vocational education. (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	2024/1/01