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  • Struggling for Purchase? What Shape Does a Vocational Education and Training Agenda Take Within a Contemporary University Education Faculty?

    Author(s)
    H. Arden, Catherine
    Danaher, Patrick Alan
    A. Tyler, Mark
    Griffith University Author(s)
    Tyler, Mark A.
    Year published
    2005
    Metadata
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    Abstract
    Abstract This paper focuses on the discourse among academics with a shared interest in the relationship between vocational education and training (VET) and higher education within the University of Southern Queensland's Faculty of Education. The authors endeavour to make sense of how VET pedagogies and praxis are currently envisaged and enacted within the faculty, how they respond to present-day influences and developments in the VET sector and how they will in turn shape teaching, learning and research activity. In the paper, the authors put their personal and professional ideologies under the microscope in a dialectic that ...
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    Abstract This paper focuses on the discourse among academics with a shared interest in the relationship between vocational education and training (VET) and higher education within the University of Southern Queensland's Faculty of Education. The authors endeavour to make sense of how VET pedagogies and praxis are currently envisaged and enacted within the faculty, how they respond to present-day influences and developments in the VET sector and how they will in turn shape teaching, learning and research activity. In the paper, the authors put their personal and professional ideologies under the microscope in a dialectic that aims to inform the development of a shared set of meanings that will serve as a platform from which to move forward in their practice. This dialectic examines the nuances of practices from the perspectives of a reflective (Sch殬 1983, 1987) and a reflexive (Usher, 1987) practitioner. Theoretical lenses drawn upon in this reflective and reflexive dialectic include critical theory (Habermas, 1972, 1973), criticality (Barnett, 1997) and the humanist tradition in education (Dewey, 1916, 1938). The results of this dialectic are then used to engage pedagogies that relate to further education and training (fet) within the faculty. To guide this situated engagement, several questions are asked. The conclusions drawn confirm that the convergence of these personal and professional ideologies is helpful in shaping the contributions of fet to the existing and emerging needs of the faculty's lifelong learners.
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    Journal Title
    International Journal of Pedagogies and Learning
    Volume
    1
    Issue
    1
    DOI
    https://doi.org/10.5172/ijpl.1.1.32
    Subject
    Education systems
    Curriculum and pedagogy
    Curriculum and pedagogy not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/60975
    Collection
    • Journal articles

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