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dc.contributor.authorHodge, Steven
dc.date.accessioned2018-04-03T06:29:30Z
dc.date.available2018-04-03T06:29:30Z
dc.date.issued2016
dc.identifier.issn1750-8487
dc.identifier.doi10.1080/17508487.2015.1009842
dc.identifier.urihttp://hdl.handle.net/10072/170027
dc.description.abstractCompetency-based training (CBT) is a curriculum model employed in educational sectors, professions and industries around the world. A significant feature of the model is its permeability to control by interests outside education. In this article, a ‘Neoliberal’ version of CBT is described and analysed in the context of Australian Vocational Education and Training (VET). In this version of the model, a division of curriculum labour is instituted that, from the perspective of Neoliberal theory, allows the interests of educators to be limited in accordance with the belief that they will neglect the interests of students and other stakeholders if they have control over the whole curriculum construction process. But this version of CBT denigrates the expertise of educators by forcing them to set aside their own judgement about what is important to teach and implement a pre-existing picture of an occupation that may or may not be an effective representation. Empirical evidence is reviewed that suggests curriculum work in VET is indeed alienating for educators. Existing critiques of CBT are considered and found to have overlooked the specifically Neoliberal form of CBT in VET analysed in the article.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherRoutledge
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto17
dc.relation.ispartofjournalCritical Studies in Education
dc.subject.fieldofresearchEducation Systems not elsewhere classified
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchSociology
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode130199
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1608
dc.subject.fieldofresearchcode1303
dc.titleAlienating curriculum work in Australian vocational education and training
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.description.notepublicThis publication has been entered into Griffith Research Online as an Advanced Online Version.
gro.hasfulltextNo Full Text
gro.griffith.authorHodge, Steven M.


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