The academic-vocational divide in three Nordic countries : implications for social class and gender
| Autor: | Ulpukka Isopahkala-Bouret, Elsa Eiriksdottir, Per-Åke Rosvall, Guðrún Ragnarsdóttir, Ann-Sofie Holm, Anna-Maija Niemi, Mattias Nylund |
|---|---|
| Přispěvatelé: | Menntavísindasvið (HÍ), School of Education (UI), Háskóli Íslands, University of Iceland, Department of Education, Koulutussosiologian ja -politiikan tutkimusryhmä |
| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
SOCIAL CLASS
Menntun Public Administration Sociology and Political Science Higher education Neoliberalism (international relations) Kynferði curriculum Social class lcsh:Education (General) Education Vocational education Pedagogy gender Cross-cultural ta516 Þjóðfélagsstéttir Sociology 10. No inequality Curriculum Career counseling business.industry 4. Education Menntastefna 05 social sciences Pedagogical Work Pedagogiskt arbete 050301 education POLICY CURRICULUM 050903 gender studies Námskrár educational praxis 516 Educational sciences Verkmenntun Social differences GENDER 0509 other social sciences social class lcsh:L7-991 business 0503 education policy |
| Zdroj: | Education Inquiry, Vol 9, Iss 1, Pp 97-121 (2018) |
| Popis: | Publisher's version (útgefin grein) In this study we examine how the academic–vocational divide is manifested today in Finland, Iceland and Sweden in the division between vocationally (VET) and academicallyoriented programmes at the upper-secondary school level. The paper is based on a critical re-analysis of results from previous studies; in it we investigate the implications of this divide for class and gender inequalities. The theoretical lens used for the synthesis is based on Bernstein´s theory of pedagogic codes. In the re-analysis we draw on previous studies of policy, curriculum and educational praxis as well as official statistics. The main conclusions are that contemporary policy and curriculum trends in all three countries are dominated by a neo-liberal discourse stressing principles such as “market relevance” and employability. This trend strengthens the academic–vocational divide, mainly through an organisation of knowledge in VET that separates it from more general and theoretical elements. This trend also seems to affect VET students’ transitions in terms of reduced access to higher education, particularly in male-dominated programmes. We also identify low expectations for VET students, manifested through choice of textbooks and tasks, organisation of teacher teams and the advice of career counsellors. This work was supported by NordForsk, the Nordic Centre of Excellence “Justice through Education in the Nordic Countries” [grant number 57741]. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|