Literaturnachweis - Detailanzeige
Autor/in | Wheelahan, Leesa |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |