Problematising Vocational Education and Training in Schools: Using Student Narratives to Interrupt Neoliberal Ideology

Autor/inn/en	Down, Barry; Smyth, John; Robinson, Janean
Titel	Problematising Vocational Education and Training in Schools: Using Student Narratives to Interrupt Neoliberal Ideology
Quelle	In: Critical Studies in Education, 60 (2019) 4, S.443-461 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2017.1289474
Schlagwörter	Vocational Education; Neoliberalism; Correlation; Economic Development; Productivity; Human Capital; Labor Force Development; Political Attitudes; Ideology; Moral Values; Citizenship; Democratic Values; Teaching Methods; Occupational Aspiration; Outcomes of Education; Unemployment; Student Attitudes; Job Training; Personal Narratives; Cultural Capital; Educational Needs; Educational Environment; Disadvantaged; Global Approach; High School Students; Foreign Countries; Educational Policy; Apprenticeships; Australia + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Neo-liberalism; Neoliberalismus; Korrelation; Wirtschaftsentwicklung; Produktivität; Humankapital; Arbeitskräftebestand; Political attitude; Politische Einstellung; Ideologie; Moral value; Ethischer Wert; Staatsbürgerschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Berufsneigung; Berufsziel; Lernleistung; Schulerfolg; Arbeitslosigkeit; Schülerverhalten; Berufsqualifizierender Bildungsgang; Erlebniserzählung; Educational need; Bildungsbedarf; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Globales Denken; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Politics of education; Bildungspolitik; Apprenticeship; Lehre; Australien
Abstract	In Australia, like many western countries, there has been a convergence of education policy around a set of utilitarian and economistic approaches to vocational education and training in schools. Such approaches are based on the assumption that there is a direct relationship between national economic growth, productivity and human capital development resulting in the persuasive political argument that schools should be more closely aligned to the needs of the economy to better prepare 'job ready' workers. These common sense views resonate strongly in school communities where the problem of youth unemployment is most acute and students are deemed to be 'at risk', 'disadvantaged' or 'disengaged'. This article starts from a different place by rejecting the fatalism and determinism of neoliberal ideology based on the assumption that students must simply 'adapt' to a precarious labour market. Whilst schools have a responsibility to prepare students for the world of work there is also a moral and political obligation to educate them extraordinarily well as democratic citizens. In conclusion, we draw on the experiences of young people themselves to identify a range of pedagogical conditions that need to be created and more widely sustained to support their career aspirations and life chances. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01