The Depiction of Workplace Reality: Principles of Democratic Learning and New Brunswick's Youth Apprenticeship Program

Autor/inn/en	Hyslop-Margison, Emery J.; McKerracher, Adrian; Cormier, Janice; Desroches, Sarah
Titel	The Depiction of Workplace Reality: Principles of Democratic Learning and New Brunswick's Youth Apprenticeship Program
Quelle	In: Canadian Journal of Educational Administration and Policy, (2007) 62, S.1-14 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1207-7798
Schlagwörter	Foreign Countries; Apprenticeships; Career Education; Democratic Values; Policy Analysis; Citizenship Education; Public Schools; Educational Principles; Citizen Participation; Secondary Education; Work Experience Programs; School Business Relationship; Canada + Suchen Sie Ihr Suchwort? Ausland; Apprenticeship; Lehre; Arbeitslehre; Politikfeldanalyse; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Public school; Öffentliche Schule; Bildungsprinzip; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Sekundarbereich; Kanada
Abstract	The sharp decline in voter participation among Canadian youth requires an examination of how our students are being prepared for democratic citizenship. Public schools, including programs falling under the purview of career education, provide the means to prepare learners for vocational, community, and political participation. In Canada, career preparation occurs under a variety of names--Career Planning in British Columbia, Career Preparation in Alberta, Guidance and Career Education in Ontario--to mention a few. In this article, we offer a policy analysis of New Brunswick's Youth Apprenticeship Program (NBYAP) to determine its respect for the principles of democratic learning (Hyslop-Margison & Graham, 2003). These principles are designed to provide students with a sense of community responsibility, political empowerment and social understanding. Our analysis reveals that NBYAP violates fundamental democratic values that foster student understanding of Searle's (1995) distinction between brute facts and social facts. Students must appreciate this distinction to recognize how their own agency and democratic decision-making effects change in the formation of social, political, and economic reality. (As Provided).
Anmerkungen	Faculty of Education, University of Manitoba. Winnipeg, MB, Canada R3T 2N2. Tel: 204-474-9004; Fax: 204-474-7564; e-mail: cjeapadm@cc.umanitoba.ca; Web site: http://www.umanitoba.ca/publications/cjeap
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10