Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/11705
Appears in Collections:Faculty of Social Sciences Book Chapters and Sections
Title: Re-conceptualising vocational education: the transition from powerful to useful knowledge
Authors: Canning, Roy
Contact Email: roy.canning@stir.ac.uk
Editors: Pilz, M
Citation: Canning R (2012) Re-conceptualising vocational education: the transition from powerful to useful knowledge. In: Pilz M (ed.). The Future of Vocational Education and Training in a Changing World, Berlin Heidelberg: Springer, pp. 43-61.
Issue Date: 2012
Publisher: Springer
Abstract: First paragraph: In an interesting chapter in his book 'Bringing Knowledge Back In' Michael Young asks an important and timely question: 'How can vocational knowledge be distinguished from school or academic knowledge'? Justifiably he claims that very few authors (Billet, 1997; Winch, 2000; Guile, 2006; Hager, 2007) have attempted to answer this question by giving a coherent epistemological account of the type of knowledge that underpins vocational education (Young, 2008). His answer to the question rehearses the argument in support of social realism and the forms of knowledge grounded in the sociology of Durkheim and Bernstein. Here knowledge acquires meaning and objectivity through historical and social processes that transcend the conditions of its production. This form of knowledge is contrasted with that of social constructivism and the particular vested interests of powerful social groupings. In the case of vocational knowledge, the main culprits are the 'standards movement' that has relegated the role of knowledge to that of a supporting act for outcome-based occupational competencies (Wheelahan, 2009).
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.
Type: Part of book or chapter of book
URI: http://hdl.handle.net/1893/11705
URL: http://link.springer.com/chapter/10.1007/978-3-531-18757-0_4
Affiliation: Education

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