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dc.contributor.authorWheelahan, Leesa
dc.contributor.editorHugh Lauder
dc.date.accessioned2017-05-03T14:59:39Z
dc.date.available2017-05-03T14:59:39Z
dc.date.issued2009
dc.date.modified2010-07-06T06:58:56Z
dc.identifier.issn13639080
dc.identifier.doi10.1080/13639080902957913
dc.identifier.urihttp://hdl.handle.net/10072/28513
dc.description.abstractThis paper develops a social realist critique of competency-based training (CBT) by drawing on the philosophy of critical realism and the sociology of Basil Bernstein as complementary modes of analysis. CBT is the mandated model of curriculum in the vocational education and training (VET) sector in Australia. It results in an impoverished education that disenfranchises students from access to the knowledge they need to participate in 'society's conversation' and in debates within their occupational field of practice. The paper argues that the relationship between constructivism and instrumentalism structured the development of CBT, even though they are distinct theoretical approaches to curriculum. Constructivist discourses around student-centred learning, situated learning and the contextualised nature of knowledge were appropriated and reworked through the prism of instrumentalism, thereby contributing to the justification and legitimation of CBT, but also to its continuing theorisation and development. The synergies between constructivism and instrumentalism arise because both are committed to the experiential within the contextual as the source of knowledge and this provides the scope for instrumentalism to plunder constructivism. Both emphasise the contextual, situated and problem-oriented nature of knowledge creation and learning and curriculum based on 'authentic' learning in the workplace.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent112243 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherTaylor & Francis
dc.publisher.placeLondon
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom227
dc.relation.ispartofpageto242
dc.relation.ispartofissue3
dc.relation.ispartofjournalJournal of Education and Work
dc.relation.ispartofvolume22
dc.rights.retentionY
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Development
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchSocial Work
dc.subject.fieldofresearchSociology
dc.subject.fieldofresearchcode130202
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode1607
dc.subject.fieldofresearchcode1608
dc.titleThe problem with CBT (and why constructivism makes things worse)
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2009 Taylor & Francis. This is the author-manuscript version of the paper. Reproduced in accordance with the copyright policy of the publisher.Please refer to the journal link for access to the definitive, published version.
gro.date.issued2009
gro.hasfulltextFull Text
gro.griffith.authorWheelahan, Leesa M.


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