Analysing Micro-Credentials in Higher Education: A Bernsteinian Analysis

Autor/inn/en	Wheelahan, Leesa; Moodie, Gavin
Titel	Analysing Micro-Credentials in Higher Education: A Bernsteinian Analysis
Quelle	In: Journal of Curriculum Studies, 53 (2021) 2, S.212-228 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wheelahan, Leesa) ORCID (Moodie, Gavin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2021.1887358
Schlagwörter	Criticism; Credentials; Higher Education; Employment Potential; 21st Century Skills; Human Capital; Neoliberalism; Educational Sociology; Educational Philosophy; Correlation; Teaching Methods; Student Characteristics; Classification; Curriculum Development; Job Skills; Comparative Analysis; Educational History; Certification + Suchen Sie Ihr Suchwort? Kritik; Studienbuch; Hochschulbildung; Hochschulsystem; Hochschulwesen; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Humankapital; Neo-liberalism; Neoliberalismus; Bildungssoziologie; Erziehungssoziologie; Bildungsphilosophie; Erziehungsphilosophie; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Produktive Fertigkeit; History of education; Bildungsgeschichte; Abschlusszeugnis; Zertifizierung
Abstract	This paper critiques the emergence of micro-credentials in higher education. It argues that micro-credentials build on the discourse of employability skills and 21st century skills within human capital theory, and that they increase the potential of human capital theory to 'discipline' the HE curriculum to align it more closely with putative labour market requirements. The paper is situated within the social realist school in the sociology of education, and it draws primarily on the sociology of Basil Bernstein to develop this critique, while also drawing on the Continental "Didaktik" tradition. It analyses the nature of the person envisaged in curriculum, the "homo economicus" of human capital theory. This self is a market self who uses micro-credentials to invest in this or that set of skills in anticipating labour market requirements. The paper uses a range of Bernstein's concepts to analyse the links between what is to be taught, to whom is it taught, and how is it taught in micro-credentials. It focuses on the principle of recontextualization which comprises instructional and regulative discourses, to examine the ways in which notions of the person and human motivation are reshaping relations of classification and framing in HE curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01