Digital abilities, between instrumentalization and empowerment: a discourse analysis of Chilean Secondary Technical and Vocational public policy documents

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Vocational Education and Training Pub Date : 2021-08-31 DOI:10.1080/13636820.2021.1973542

F. Bolaños, Ola Pilerot

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引用次数: 4

Abstract

ABSTRACT It is argued that developing digital abilities is key for today’s knowledge society. They facilitate engaging with pervasive information communication technologies and manipulating information. Governments have invested vastly in formal education aimed at developing digital abilities. Policies and directives driving this venture need to be examined. Otherwise, their potential risks being thwarted. Grounded in concepts derived from Laclau and Mouffe, five public policy documents central to Chile's Secondary Vocational Education and Traning (S-TVET) system underwent a synchronic heuristic discourse analysis as understood under relational-ontology. Findings indicate that all analysed documents are articulated with a myth of an information society. Additionally, two prominent discourses were identified: an instrumentalization discourse and an empowerment discourse. When referencing S-TVET, however, the most salient discourse is that of instrumentalization. Instrumentalization discourses render digital abilities under a narrow corporate fixed set of decontextualised skills, and risk thwarting their potential.

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数字化能力，在工具化与赋权之间:智利中等职业技术公共政策文件的话语分析

人们认为，发展数字能力是当今知识社会的关键。它们促进了与无处不在的信息通信技术的接触和对信息的操纵。政府在旨在培养数字能力的正规教育上投入了大量资金。推动这一冒险的政策和指令需要加以审查。否则，他们的潜在风险就会受到阻碍。以拉克劳和墨菲的概念为基础，对智利中等职业教育与培训(S-TVET)体系的五份核心公共政策文件进行了关系本体下的共时启发式话语分析。研究结果表明，所有被分析的文件都与一个信息社会的神话联系在一起。此外，还发现了两种突出的话语:工具化话语和赋权话语。然而，当提到S-TVET时，最突出的话语是工具化。工具化话语将数字化能力置于狭隘的企业固定的一套脱离背景的技能之下，并有阻碍其潜力的风险。

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来源期刊

Journal of Vocational Education and Training EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

15.80%

发文量

期刊介绍： The Journal of Vocational Education and Training is a peer-reviewed international journal which welcomes submissions involving a critical discussion of policy and practice, as well as contributions to conceptual and theoretical developments in the field. It includes articles based on empirical research and analysis (quantitative, qualitative and mixed method) and welcomes papers from a wide range of disciplinary and inter-disciplinary perspectives. The journal embraces the broad range of settings and ways in which vocational and professional learning takes place and, hence, is not restricted by institutional boundaries or structures in relation to national systems of education and training. It is interested in the study of curriculum, pedagogy, and assessment, as well as economic, cultural and political aspects related to the role of vocational and professional education and training in society. When submitting papers for consideration, the journal encourages authors to consider and engage with debates concerning issues relevant to the focus of their work that have been previously published in the journal. The journal hosts a biennial international conference to provide a forum for researchers to debate and gain feedback on their work, and to encourage comparative analysis and international collaboration. From the first issue of Volume 48, 1996, the journal changed its title from The Vocational Aspect of Education to Journal of Vocational Education and Training.