Journal of Vocational Education and Training最新文献

{"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":"90 1","pages":"1078 - 1080"},"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":"35 1","pages":"864 - 866"},"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}

{"title":"Editorial: special issue TVET race and ethnicity in the global south and north","authors":"J. Avis, K. Orr, J. Papier, Paul Warmington","doi":"10.1080/13636820.2023.2156660","DOIUrl":"https://doi.org/10.1080/13636820.2023.2156660","url":null,"abstract":"The papers in this special issue (SI) comprise a range of scholarship, illustrating divergent approaches to examining technical and voactional education and training (TVET), race and ethnicity in the global south and north. In a number of respects, this SI follows on from an earlier issue, ‘VET, Race and Ethnicity’ 69(3) published in 2017. While much has changed since 2017, many of the themes and concerns expressed remain current. These have been brought into starker relief by the Black Lives Matter and Rhodes must fall protests, by campaigns to decolonise the curriculum and challenges to white supremacy as well as the crisis of care engendered by Covid-19 (Avis et al. 2021; Bathmaker and Pennacchia 2022 SI; Elias 2021 SI; Joncas et al. 2022 SI). In short, our concern was – and remains – racialisation rather than ethnicity. By this, we have in mind the process whereby black and minority ethnic groups become racialised and othered, which in turn is reflected in institutional racism and structural relations. The salience of race and ethnicity is apparent in ongoing research taking place in secondary schooling and in particular in analyses of higher education. In the latter, questions of white supremacy, de-colonisation, neo-colonialism, as well as indigenous knowledge and the lived experience of race and racialisation, are pivotal. However, as far as TVET is concerned, there is a limited and uneven discussion taking place in both the global north and south that focuses on race and ethnicity. Frequently, race and ethnicity are treated as subordinate or secondary within the political economy of TVET. Narrow definitions can tie TVET to an instrumentalism that places employers’ interests centre stage, limiting engagement with questions of social justice, at best, to social democratic sensibilities or, at worst, dominant neo-liberal discourses. This is not, however, to gainsay TVET as a site of struggle in which participants seek to move beyond social democratic tropes. While this SI foregrounds race and ethnicity, it seeks to go beyond the rhetorical call for an acknowledgement of the interrelationship of race, ethnicity, class and gender, seeking to foreground critical race approaches to studying race and education. In short, the papers in this SI, while theoretically diverse, avoid equating issues of race and education with superficial notions of diversity and inclusion that are liable to be co-opted by neo-liberal interests. Can TVET address a social justice agenda while attending to technical and vocational education and remain TVET? Or do we need to re-imagine TVET so that it can seriously address questions of well-being, social and reparative JOURNAL OF VOCATIONAL EDUCATION & TRAINING 2023, VOL. 75, NO. 1, 1–5 https://doi.org/10.1080/13636820.2023.2156660","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":"7 1","pages":"1 - 5"},"PeriodicalIF":1.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78521867","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":"Simulation Training through the Lens of Experience and Activity Analysis","authors":"Cyrille Gaudin","doi":"10.1080/13636820.2022.2161168","DOIUrl":"https://doi.org/10.1080/13636820.2022.2161168","url":null,"abstract":"The book presents a comprehensive account of the various ways in which the analysis of experience and activity in the context of simulation training (i) helps identify learning affordances and obstacles, (ii) provides a detailed description of the learning process and outcomes, (iii) points towards promising design orientations for simulation-based vocational education and training. A particular feature of this book is that it adopts a Francophone approach that engages the readership in a consideration of ergonomics from a cognitive and activity perspective. This approach appears particularly useful in the field of simulation training, especially when achieving high standards of operational performance is complicated by critical issues (e.g. health, safety, security, protection) and difficult working environments (e.g. dynamic, uncertain, high-risk).","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":"8 1","pages":"627 - 628"},"PeriodicalIF":1.9,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84623858","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":"Race, ethnicity, and literacy and Essential Skills in Canada","authors":"Paula V. Elias","doi":"10.1080/13636820.2022.2159861","DOIUrl":"https://doi.org/10.1080/13636820.2022.2159861","url":null,"abstract":"ABSTRACT I argue that local adult literacy programming involves consciousness and praxis that obscures and renders invisible the social relations of race and ethnicity, and a key mechanism that enacts these processes in Canada are the Essential Skills Framework. Race and ethnicity, as social relations, have both a muted and active presence in the experiences of learners and adult literacy workers engaged in transitions to further education and work. However, the ideology within local program activities like registration, assessment, and goal development show the treatment of race and ethnicity as separate from issues of work and economy, giving it an invisible presence that can reproduce racialised divisions of labour. The Essential Skills are an important tool in these local processes that impact racialised, ethnic, and migrant communities. Ultimately, adult learners build a praxis of self-identifying with the same racialised division of labour that organises their arrival and participation in Essential Skills-based training and vocational learning.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":"10 1","pages":"43 - 62"},"PeriodicalIF":1.9,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86311754","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 critical review of debates surrounding race/ethnicity and TVET","authors":"J. Avis","doi":"10.1080/13636820.2022.2158360","DOIUrl":"https://doi.org/10.1080/13636820.2022.2158360","url":null,"abstract":"ABSTRACT The special issue (SI) TVET race and ethnicity in the global south and north closes with a critical review of debates that address race/ethnicity and TVET’. These debates focus on the crisis of care, decolonisation and whiteness as well as the manner in which we conceptualise TVET. The paper was developed in response to the special issue but also by wider debates about race, ethnicity and TVET. In a short review paper, such as this it is only feasible to signal and touch on a number of debates that could contribute towards re-thinking TVET and its wider social purposes.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":"88 1","pages":"175 - 184"},"PeriodicalIF":1.9,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90609875","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, skills and social justice in a polarising world. Between technical elites and welfare vocationalism","authors":"A. Bathmaker","doi":"10.1080/13636820.2022.2153975","DOIUrl":"https://doi.org/10.1080/13636820.2022.2153975","url":null,"abstract":"","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":"7 1","pages":"416 - 418"},"PeriodicalIF":1.9,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77733922","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":"Chances and discrimination in dual vocational training of refugees and immigrants in Germany","authors":"Kirsten Rusert, Margit Stein","doi":"10.1080/13636820.2022.2148118","DOIUrl":"https://doi.org/10.1080/13636820.2022.2148118","url":null,"abstract":"ABSTRACT This article depicts the obstacles within the vocational education for trainees with escape and migration experience in Germany. The structure of the highly formalised vocational training system in Germany is based on the assumption of a ‘normal case’ of an educational biography. However, this neither applies to the often-broken educational pathways of refugees and immigrants, nor to an increasing number of young people without migration experience. Access to training is largely organised by the private sector, and so, applicants outside the classic profile are often disadvantaged both in access and in the learning processes within the training. The article focuses on the challenges of trainees with escape and migration experience in vocational schools as part of dual vocational training, and discusses the extent to which these schooling structures are inclusive or discriminating. For this purpose, the results from interviews with young immigrants in training are evaluated.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":"32 1","pages":"109 - 129"},"PeriodicalIF":1.9,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89148700","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":"Aspiring High in the Swiss VET-Dominated Education System: Second Generation Young Adults and Their Immigrant Parents","authors":"Chantal Kamm, A. Gomensoro, M. Heers, Sandra Hupka-Brunner","doi":"10.1080/13636820.2022.2139746","DOIUrl":"https://doi.org/10.1080/13636820.2022.2139746","url":null,"abstract":"ABSTRACT Often second generation young adults and their immigrant parents aspire high and towards general education despite a modest socioeconomic background. Little is known about the interrelation between educational aspirations and institutionally co-structured educational pathways. These interrelations are particularly important in an early tracking and a highly segregated education system like Switzerland, where – in contrast to many other countries – vocational education and training is highly valued and frequently attended. We evaluate how educational aspirations amongst young adults of the second generation and Swiss natives change as young people move through the education system – and thus through different educational contexts. We analyse how these changes interfere with group-specific reference systems, educational pathways and structure.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":"5 1","pages":"155 - 174"},"PeriodicalIF":1.9,"publicationDate":"2022-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86090474","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":"Connecting the racial to the spatial; migration, identity and educational settings as a third space","authors":"Balwant Kaur","doi":"10.1080/13636820.2022.2139747","DOIUrl":"https://doi.org/10.1080/13636820.2022.2139747","url":null,"abstract":"ABSTRACT The VET sector can be located as one that sits within the intersections of the racial and spatial in addition to the classed; the traditional focus of research concerns. There is a direct correlation between towns and cities with high levels of deprivation and the recruitment of racialised and other marginalised groups into general further education colleges. This paper considers the intertwined nature of the racial and spatial and its implications for South Asian Muslim women students in VET spaces in terms of identity construction and possible futures. This paper critiques how geographical location and educational settings highlight the complex factors encountered by diasporic communities; patterns of historical migration; the educational space as a third space); the role of teachers as mentors. These factors contributed to students developing fluid and dynamic identities rooted in a critical self-awareness whilst resisting Western-centric notions of success. Whilst this created a self-realised agency in the narratives of South Asian Muslim women, it also created a cultural hauntology in the absence of a third space. This has various implications for future VET research in terms of how students from ethnically diverse groups, create or engage with a third space.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":"7 1","pages":"6 - 23"},"PeriodicalIF":1.9,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86741742","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}