Not just skills. What a focus on knowledge means for vocational education.

Autor/in	Wheelahan, Leesa
Titel	Not just skills. What a focus on knowledge means for vocational education.
Quelle	In: Journal of curriculum studies, 47 (2015) 6, S. 750-762Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2015.1089942
Schlagwörter	Wissen; Curriculum; Berufsausbildung; Berufsbildung; Anwendungsorientierung; Realität
Abstract	This contribution to the symposium on Michael Young's article 'Overcoming the crisis in curriculum theory: a knowledge based approach', supports his contention that curriculum theory has lost sight of its object-'what is taught and learned in schools', and argues that this has particularly deleterious consequences for vocational education and training (VET). VET is unproblematically positioned as applied, experiential and work-focused learning, and it is seen as a solution for those who are alienated from or unsuccessful in more traditional forms of academic education. This article argues that rather than being a mechanism for social inclusion, VET is instead a key way in which social inequality is mediated and reproduced because it excludes students from accessing the theoretical knowledge they need to participate in debates and controversies in society and in their occupational field of practice. It presents a social realist analysis to argue why VET students need access to theoretical knowledge, how a focus on experiential and applied learning constitutes a mechanism for social exclusion and what a 'knowledge rich' VET curriculum would look like.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2016/2