Creating an LNG Ready Worker: British Columbia's Blueprint for Extraction Education

Autor/in	Walker, Judith
Titel	Creating an LNG Ready Worker: British Columbia's Blueprint for Extraction Education
Quelle	In: Globalisation, Societies and Education, 16 (2018) 1, S.78-92 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2017.1356703
Schlagwörter	Foreign Countries; Position Papers; State Policy; Educational Policy; Mining; Natural Resources; Energy Education; Power Technology; Environmental Education; Economic Development; Employment Opportunities; Skilled Occupations; Job Training; Postsecondary Education; Canada + Suchen Sie Ihr Suchwort? Ausland; Positionspapier; Politics of education; Bildungspolitik; Abbau; Natural Ressource; Natürliche Ressource; Antriebstechnik; Umweltbildung; Umwelterziehung; Umweltpädagogik; Wirtschaftsentwicklung; Berufschance; Beschäftigungschance; Fachangestellter; Berufsqualifizierender Bildungsgang; Post-secondary education; Tertiäre Bildung; Kanada
Abstract	Since 2011, the government of British Columbia (BC) has focused on building the Canadian province's economy through the development of a Liquefied Natural Gas (LNG) sector. In service of this endeavour, the government launched the "Skills for Jobs Blueprint," which attempts to more clearly align BC's education system with resource extraction industries. In this paper, I argue that at the heart of this policy is the idea of education for, through, and as extraction. Conceptually, "extraction education" focuses on "supply" (what we can take out of the earth, institutions, and individuals) rather than "demand" (what is needed to put into the educational system to meet needs of the land, institutions, communities, and individuals), and is problematic on environmental, economic, employment, equity, and educational fronts. In theorising "extraction education" I extend Freire's ideas on "banking education" and briefly explore dialogic, problem-posing counters to it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01