How Competency-Based Training Locks the Working Class out of Powerful Knowledge: A Modified Bernsteinian Analysis

Autor/in	Wheelahan, Leesa
Titel	How Competency-Based Training Locks the Working Class out of Powerful Knowledge: A Modified Bernsteinian Analysis
Quelle	In: British Journal of Sociology of Education, 28 (2007) 5, S.637-651 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
Schlagwörter	Stellungnahme; Foreign Countries; Working Class; Vocational Education; Epistemology; Democratic Values; Skill Development; Competence; Intellectual Disciplines; Educational Opportunities; Social Environment; Social Values; Social Differences; Access to Education; Australia + Suchen Sie Ihr Suchwort? Ausland; Arbeiterklasse; Ausbildung; Berufsbildung; Erkenntnistheorie; Kompetenzentwicklung; Qualifikationsentwicklung; Kompetenz; Geisteswissenschaften; Bildungsangebot; Bildungschance; Soziales Umfeld; Sozialer Wert; Sozialer Unterschied; Education; Access; Bildung; Zugang; Bildungszugang; Australien
Abstract	This paper argues that competency-based training in vocational education and training in Australia is one mechanism through which the working class is denied access to powerful knowledge represented by the academic disciplines. The paper presents a modified Bernsteinian analysis to argue that vocational education and training students need access to disciplinary knowledge using Bernstein's argument that abstract, conceptual knowledge is the means societies use to think "the unthinkable" and "the not-yet-thought". I supplement Bernstein's social argument for democratic access to the disciplines with an epistemic argument that draws on the philosophy of critical realism. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10