Levelling Up: Towards Decolonising Apprenticeship Learning

Autor/inn/en	Beaudry, Jean-Luc; Perry, J. Adam
Titel	Levelling Up: Towards Decolonising Apprenticeship Learning
Quelle	In: Journal of Vocational Education and Training, 75 (2023) 2, S.219-237 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Perry, J. Adam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2020.1833077
Schlagwörter	Decolonization; Apprenticeships; Indigenous Populations; Articulation (Education); Woodworking; On the Job Training; Adult Learning; Adult Students; Barriers; Vocational Education; Canada Natives; Outcomes of Education + Suchen Sie Ihr Suchwort? Dekolonisation; Entkolonialisierung; Apprenticeship; Lehre; Sinti und Roma; Articulation; Artikulation (Ling); Artikulation; Aussprache; Holzbearbeitung; Training-on-the-Job; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Ausbildung; Berufsbildung; Lernleistung; Schulerfolg
Abstract	With a focus on the Western-Canadian province of Manitoba, this article aims to develop a conceptual and empirical exploration of how apprenticeship learning can be transformed to meet the needs of Indigenous apprentices. Conceptually, the article layers an articulation of decolonising education onto apprenticeship learning in such a way as to explicitly support apprentices' prior knowledge and recognise the socio-political context within which apprenticeship learning occurs. Empirically, the article draws on qualitative in-depth interviews with Indigenous carpentry apprentices about their experiences with on-the-job training in order to better understand how Indigenous adult learners negotiate well-documented systemic barriers to education and employment. By contrasting participants' experiences in industry worksites to their experiences with Indigenous-centric curriculum offered by the Manitoba-based social enterprise BUILD, the article develops a discussion of how market-driven apprenticeship programmes limit the potential achievements of Indigenous learners and how a decolonising approach to apprenticeship learning that prioritises Indigenous epistemologies may result in higher levels of learner success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01