Journal of Vocational Education and Training最新文献

{"title":"Femininity, class & status: the societal devaluation of the female early years workforce","authors":"Ruby Juanita Brooks","doi":"10.1080/13636820.2023.2246331","DOIUrl":"https://doi.org/10.1080/13636820.2023.2246331","url":null,"abstract":"ABSTRACT This thesis responds to contemporary debates about early childhood education and the gendered nature of the workforce, drawing on feminist theory, interpretive methodologies and practitioner accounts. This project amplifies the female voice of practitioners in the workforce, using data drawn from semi- structured interviews with 11 early years practitioners. Drawing on intersectional feminist theories surrounding women’s liberation from misogyny, and Foucauldian conceptualisations of power, this project will highlight the role of femininity on predominantly working-class early childhood practitioners, and how it distorts their identity and their relationships with colleagues under the current neoliberal regulation of the sector. Through analysing the qualitative data, this thesis will explore the impact of the assumption that women are the traditional caregivers on practitioners themselves; how the patriarchy reproduces this norm by perpetuating misogyny and marginalisation; and how this notion affects women’s oppression and the consequent movements towards liberation. This thesis offers two conceptual and empirical contributions to the field of early childhood education research. Firstly, the theoretical underpinnings of Foucauldian and feminist theory with interpretive methodologies to explore women’s oppression in the early childhood workforce. Secondly, in exploring the role of gendered language and gossip in interactions between early childhood professionals, this thesis analyses the extent to which patriarchal language surrounding gossip is used to trivialise and devalue the female voice and probes the extent to which gossip is a form of power for women. This study contributes important perspectives on how current drives towards the ‘educationalization’ of early years settings can have harmful consequences for the professional development of early childhood educators, rather than raising the standards of childcare in the UK.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80834662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing and supporting the dual professionalism of CAAT faculty members","authors":"Mary Michelle Overholt","doi":"10.1080/13636820.2023.2246330","DOIUrl":"https://doi.org/10.1080/13636820.2023.2246330","url":null,"abstract":"ABSTRACT This qualitative, exploratory study is focused on how teachers in Ontario Colleges of Applied Arts and Technology (CAATs) are prepared to teach. Using focus groups and semi-structured interviews, I sought the perspectives of front-line staff within academic development units and academic leaders to create a detailed depiction of how teacher preparation and development currently happen in CAATS and how it can be strengthened at the institutional and provincial levels. Using activity theory as my main theoretical framework and as the structure for my interview protocol, I worked with participants to collaboratively map the activity system of teacher preparation at individual institutions and across the CAAT system. Overall, CAATs provide basic teacher training – on planning and conducting lessons, designing course materials, and setting up courses on learning management systems – for faculty members but lack resources to support faculty members’ subject-matter expertise. CAATs can work together, under the direction of senior leadership, to develop better support both for educational developers and CAAT faculty members. CAAT academic development units can collaborate to create a provincial CAAT teacher training curriculum/credential that can be implemented at the institutional level to ensure consistency as well as the necessary level of institutional focus for faculty development.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86927816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The contribution of Technical and Vocational Education and Training formal programmes to inclusive company growth and transformation: a case study of the automotive manufacturing sector in South Africa","authors":"A. Sibiya","doi":"10.1080/13636820.2023.2246324","DOIUrl":"https://doi.org/10.1080/13636820.2023.2246324","url":null,"abstract":"ABSTRACT This article investigates the contribution of formal Technical and Vocational Education and Training (TVET) programmes to inclusive industrial growth and transformation in the automotive manufacturing sector. Drawing from the mixed method approach, it argues that skills play is an addition role, not central one in industrial growth and transformation. Industrial growth is driven by exposure to domestic and export markets, increase in clients, healthy relations in the workplace, and changes in technology and industrial policy. Similarly, industrial transformation is not driven by skills but rather by factors such as the clients’ product demands and specifications; the national industrial/sectoral policy; research and innovation expertise from company headquarters often outside South Africa; global market forces and price volatility; new regulations on emission(s) demanded by the government; and competition amongst components. It is through these factors that skills begin to play a role. There is a need to recognise industrial dynamics and factors that are critical in shaping the skills system if we are to understand the extent to which skills enhance growth and transformation. Moreover, the findings challenge the current formal TVET provision policy in South Africa which does not seem to recognise or incorporate other forms of provision in which skills can be acquired, i.e. informal on-the-job training, non-formal company-based training, in addition to formal institutional-based training.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81766725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perpetuating precarity in theory and in practice: a case study of work-integrated learning in the non-profit sector in Northern Canada","authors":"Amelia F Merrick","doi":"10.1080/13636820.2023.2246327","DOIUrl":"https://doi.org/10.1080/13636820.2023.2246327","url":null,"abstract":"ABSTRACT Work-integrated learning (WIL) is a process of curricular experiential education within a workplace or practical setting. WIL is portrayed as a win-win, yet this research suggests that WIL perpetuates precarity and deepens inequalities between students, between different types of employers, and between geographic regions. Using the Human Development and Capabilities Approach (HDCA), this study investigated how eight diverse non-profit organisations (NPOs) in northern Canada are positioned to support students to develop personal agency through WIL. Most WIL research is urban-centric, focused on for-profit industries and framed within Human Capital Theory (HCT), making this study an outlier. Using a case study approach underpinned by critical and social realism, this study explores the ways in which WIL enables and constrains the development of agency at individual, social, and institutional levels. The research shows inconsistencies in current approaches to WIL. The increasingly precarious positioning of NPOs within the labour market threatens their ability to offer students (future) decent work. The institutional and policy environments that undergird WIL do not acknowledge the distinctness of non-profit organisations within a neoliberal economy and this makes invisible other dimensions that affect decent work, such as the regulatory environment, collectivisation, and the ‘contracting regime.’","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82646674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Third-party arrangements between private and public colleges in Ontario: benefits, threats, implications for policy","authors":"L. Schollen","doi":"10.1080/13636820.2023.2246326","DOIUrl":"https://doi.org/10.1080/13636820.2023.2246326","url":null,"abstract":"ABSTRACT Ontario’s Colleges of Applied Arts and Technology (CAATs) were established as an alternative public postsecondary choice for students to provide vocational education programmes to serve Ontario’s labour market. In the past 20 years years, neoliberal policies have pressured CAATs to be more entrepreneurial, efficient, and fiscally sustainable. Declining funding and enrolment and burgeoning demand from international students led some colleges to enter third-party arrangements (TPAs) with for-profit private career colleges (PCCs). This research used a qualitative research design to examine the development, growth and impact of TPAs between 2005 and 2019. Two overarching theoretical frameworks grounded the research: historical institutionalism (Streeck & Thelen, 2005) and Principal-Agent Theory (Mitnick, 1973; Ross, 1975). Document analysis and 25 semi-structured interviews were used to elucidate the trajectory of the formation, growth and cementing of TPAs into the Ontario college system. Inflection points were conceptualised to explain how decisions and conditions contributed to the trajectory. Competition, marketisation of higher education, economics, demographics and policies were seen as contributing to the formation, growth and formalisation of the TPAs. TPAs were perceived to introduce strategic risks to public colleges concerning future funding and enablement of PCCs, which have implications for system design, including further privatisation of Ontario’s public college system.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75772687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sounding the alarm: an exploration of professionalization within the Ontario fire service focused on the issues, challenges, pressures, and opportunities for transforming a lauded public sector institution","authors":"W. Boyes","doi":"10.1080/13636820.2023.2246332","DOIUrl":"https://doi.org/10.1080/13636820.2023.2246332","url":null,"abstract":"ABSTRACT The fire service is highly regarded by the community and is routinely recognised as a highly trusted occupation. The demands placed on the fire service have grown substantially in recent years due to neoliberal pressures, growing fiscal costs, accountability pressures, an expanding emergency response mandate, and the acquisition of additional non-emergency roles. This thesis explores the extent to which these changes are resulting in the professionalisation of the Ontario fire service. It employs historical and sociological institutionalism to examine the Ontario fire service as an institution to understand factors influencing its behaviour and shaping its change mechanisms. It uses related theoretical concepts of institutional agency, path dependence, endogenous and exogenous variables, rule makers versus rule takers, and institutional isomorphism to provide insight on how institutional change occurs or does not occur. This study comprised 24 interviews with leaders from Ontario and international fire services, the Ontario police and paramedic services, senior municipal officials, labour relations experts and higher education professors. The findings of this study suggest that the Ontario fire service may be approaching a critical juncture whereby it is forced to adapt to neoliberal pressures and pressures for occupational change to remain effective and become more professionalised, despite its entrenched nature as a long-standing hierarchically structured but non-professionalised institution. These pressures combined with growing calls for change are challenging the ingrained status quo. This study contributes to the literature on institutionalism and the professions through its exploration of an understudied institution. While the focus is the Ontario fire service, the findings may have implications for other fire services and similar institutions. It finds tensions between pressures for professionalisation on the one hand, and neoliberal fiscal pressures on the other. These complexities contribute to firefighters embodying a quasi-professional status that gains legitimacy from the ‘heroic work’ it undertakes rather than by qualifications or credentials. Furthermore, the post-pandemic workplace and a newer generation of workers are producing institutional pressures that can potentially shift the entrenched fire service. This research sheds light on the Ontario fire service through an academic lens and reveals a complex institution facing a challenging trajectory.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84976264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A social realist challenge to the structuring of professional practice knowledge for initial teacher education in England","authors":"Diane Swift","doi":"10.1080/13636820.2023.2246328","DOIUrl":"https://doi.org/10.1080/13636820.2023.2246328","url":null,"abstract":"ABSTRACT Professional practice knowledge for beginning teachers involves grappling with the extent to which ‘theory’ and ‘practice’ should be evident. This thesis contributes an analysis of the particular way that the theory/practice relationship has been structured within the Teachers’ Standards and the impact that this form has had on professional agency. The prioritisation of the observable is contrasted with manifestations that recognise that within a moment of practice, invisible yet durable knowledge structuring mechanisms are also present. In order to accord these mechanisms due agency, the concept of diffraction (the physical phenomenon of wave interference), (Barad 2007) was drawn upon to enrich Bernstein’s (2000) social realist analysis of discourse. The data was gathered from a School Centered Initial Teacher Training (SCITT) provider in the West Midlands. The findings suggest that when context-transcending forms of knowledge specialise observable practices relationally, there is increased potential for coherent professional knowledges to result. Structuring professional practice knowledge in this way, contrasts with forms of knowledge particularisation evident within the Teachers’ Standards. Therefore a challenge is offered to existing forms of professional practice knowledge structuring by drawing on quantum (entangling materials and minds) rather than Cartesian (separation of mind and matter) conceptions of time and space.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87503286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Apprenticeship training curriculum: examining its negotiated design and the ensuing effects on learner engagement","authors":"W. Guest","doi":"10.1080/13636820.2023.2246325","DOIUrl":"https://doi.org/10.1080/13636820.2023.2246325","url":null,"abstract":"ABSTRACT This research presents a detailed investigation of Australian apprenticeship training and the VET curriculum which informs its practice. It uses a conceptual framework of curriculum as being intended, enacted, and experienced to structure the research inquiry. It examines apprenticeships within the baking industry and draws on interviews with 23 design participants throughout the curriculum design process. The study draws on theoretical concepts of learning through participation and acquisition to understand the accumulative effects on the apprentice experience and their subsequent levels of engagement. The research findings make several important contributions towards VET theoretical knowledge. First, the study presents a detailed illumination of the vocational curriculum design process from its conception by governments, through to its implementation by college trainers and its ensuant influence over apprentice learners. Second, the study extends existing workplace learning theories of participation by exemplifying participation as an affordance and an act of agency, as an action that is both passive and active. Third, the study’s findings contribute to socio-political and socio-material conceptions of workplace learning relations, where knowledge is situated and shaped through the influence of contexts, actor relations and material artefacts. Together these findings contribute to existing understandings of apprentice dis-engagement and their decision to leave.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89771864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Caliban’s Dance: FE after The Tempest","authors":"C. Donovan","doi":"10.1080/13636820.2023.2239004","DOIUrl":"https://doi.org/10.1080/13636820.2023.2239004","url":null,"abstract":"This contribution to the field of further education (FE) literature marks the final in a trilogy which maximises the use of metaphor to explore and critique the (predominantly English) sector as it was, as it is, and – as this volume professes – what it could be free of constraints. The first volume, Further Education and the Twelve Dancing Princesses (Daley, Orr, and Petrie 2015), identified spaces for resistance in a sector permeated by neoliberal dominance. The second, The Principal: Power and Professionalism in FE (Daley, Orr, and Petrie 2017) used Machiavelli’s ‘The Prince’ as a trope for leadership to examine the impact of new managerialism. This final volume plays with themes within Shakespeare’s The Tempest to explore FE as a colonised space, and to imagine utopian possibilities for a liberated sector. From the play, the island’s indigenous inhabitant, Caliban, is variously cast as the student, the teacher, the college and the sector itself; to represent the marginalised and disenfranchised. This offers authors the opportunity to imagine what would happen could the sector speak for itself. Academics, researchers, and teachers from across the FE wilderness unleash their inner playwrights, poets and artists; playfully applying their expertise to arrive anew at the age-old problems facing post-compulsory education. In doing so they bring the contested nature of FE to the fore; and the struggle to address the perennial question of purpose in the sector. A book of three acts, the authors wrangle with this question across nineteen essays with permission to think unbounded to conventional wisdom. In so doing, they set about creating a new paradigm much needed not just for FE, but for a world in existential crisis. That the conclusion of this book coincided with the global COVID-19 pandemic gives questions of this kind a renewed sense of urgency. While the themes discussed predominantly concern the English FE sector, the message of this book has a broader purpose and speaks to issues in vocational education that will be recognisable to colleagues across national contexts. I.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77342080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education, work and social change in Britain’s former coalfield communities","authors":"J. Avis","doi":"10.1080/13636820.2023.2168353","DOIUrl":"https://doi.org/10.1080/13636820.2023.2168353","url":null,"abstract":"","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83194482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}