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When Expectations Clash: Vocational Education at the Intersection of Workplace and School
Stockholm University, Faculty of Social Sciences, Department of Education.
2016 (English)In: Interchange, ISSN 0826-4805, E-ISSN 1573-1790, Vol. 47, no 1, 51-63 p.Article in journal (Refereed) Published
Abstract [en]

Next to highly regarded varieties of apprenticeship-based vocational education there are, in many countries, forms of mainly school-based VET (voca- tional education and training) that suffer from a clash of expectations between schools and workplaces as sites of vocational education. School-based VET is viewed as of lesser value compared to work experience or workplace based training and one reason for such negative views on mainly school-based VET is the lack of authentic work-related experiences in schools. In what follows I will, based on a case study of a social development project, argue that there is a potential hybrid form of school-based VET that could deal with this issue of authenticity by working around the usual binary of school and workplace. This has resulted in some sug- gestions for how to reconsider vocational education curricula in schools, aiming at authentic learning environments through the systematic enactment of social and cultural developmental projects. The result is not only a way of dealing with the problems that face school-based VET but an argument for how to take advantage of schools being predominantly cultural institutions.

Place, publisher, year, edition, pages
2016. Vol. 47, no 1, 51-63 p.
Keyword [en]
vocational education, curriculum, social development, liberal arts
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:su:diva-123146DOI: 10.1007/s10780-015-9271-5OAI: oai:DiVA.org:su-123146DiVA: diva2:871916
Available from: 2015-11-17 Created: 2015-11-17 Last updated: 2017-01-31Bibliographically approved
In thesis
1. The Rough Ground: Narrative explorations of vocational Bildung and wisdom in practice
Open this publication in new window or tab >>The Rough Ground: Narrative explorations of vocational Bildung and wisdom in practice
2017 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This compilation thesis, consisting of five articles, focuses on narrative explorations of vocational Bildung and wisdom in practice. It is an explicitly practical and empirical approach to what, for the most part, tends to be limited to philosophical discussions. This is motivated by the relative lack of systematic knowledge about how to enact wisdom in practice and afford vocational Bildung to those engaged in vocational education and training (VET). The absence of such knowledge makes it more difficult to develop VET practice and curricula and also leads to significant parts of the internal goods of practice to remain tacit, personal and local when they need to become articulated and shared. The aim of the five articles has been to explore how Bildung and practical wisdom can enrich our understanding of vocational practice and didactics on a theoretical, methodological and practical level. Conceptually the thesis draws extensively from narrative inquiry (Clandinin & Connelly 1995, 2000), reflective practice (Schön 1983, 1987), Aristotelian philosophy regarding practical wisdom (Aristotle 2009, Nussbaum 1990), MacIntyre’s concept of a practice (2011) and the Bildung-tradition (Rittelmeyer 2012) to create a coherent framework for the inquiry termed vocational Bildung didactics (VBD). It is located in the phronetic social science paradigm articulated by Flyvbjerg (2001) where the main aim for research is to enrich practice rather than generate theory. The methodology for this kind of inquiry is the collection of narrative cases focusing on unusually rich/successful/wise cases of a practice, what Flyvbjerg (2001) terms extreme and paradigmatic cases. On a conceptual level the inquiry has resulted in the framework of VBD that provides the structure for engaging in this kind of research. It has also resulted in some further conceptualizations driven by the interpretation of cases, in particular a differentiation between vocational and cultural practices. On a methodological level it has resulted in a kind of double didactical method: the case narratives function as articulations of practical knowledge regarding vocational Bildung and practical wisdom but also as the didactical tools for teaching this. On a practical level the inquiry has resulted in suggestions for curriculum-development as well as ways in which the case narratives can be used to enrich the understanding of practitioners.

Place, publisher, year, edition, pages
Stockholm: Department of Education, Stockholm University, 2017. 149 p.
Series
Doktorsavhandlingar från Institutionen för pedagogik och didaktik, 47
Keyword
Vocational education, Bildung, Practical wisdom, Narrative, Practice, Didactics
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:su:diva-137676 (URN)978-91-7649-640-4 (ISBN)978-91-7649-641-1 (ISBN)
Public defence
2017-03-06, Lilla hörsalen, Naturhistoriska riksmuseet, Frescativägen 40, Stockholm, 13:00 (English)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 5: Manuscript.

Available from: 2017-02-09 Created: 2017-01-09 Last updated: 2017-02-10Bibliographically approved

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