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dc.contributor.authorBillett, S
dc.date.accessioned2017-05-03T12:12:34Z
dc.date.available2017-05-03T12:12:34Z
dc.date.issued2014
dc.date.modified2014-09-30T04:20:04Z
dc.identifier.issn1363-6820
dc.identifier.doi10.1080/13636820.2013.867525
dc.identifier.urihttp://hdl.handle.net/10072/63351
dc.description.abstractThe standing of vocational education is salient for how it is perceived by those who sponsor, participate in and work within it and how its provisions are supported and administered. Yet, this standing continues to be intractably low, compared with other education sectors, more so in some countries than others. The consequences for this low standing can be profound. Serially, moreover, it has been the voices and sentiments of powerful others (e.g. aristocrats, theocrats, bureaucrats and academics) that have long been privileged in discourses about the standing of occupations and their preparation. In perhaps most instances, this privileging has and continues to come at a cost to the standing, processes of and goals for this important educational sector. Indeed, the legacies of earlier sentiments about and conceptions of different kinds of occupations and their preparation are now deeply embedded in societal discourses and variously sustain and constrain the standing of vocational education. At its strongest, concepts such the Berufsconcept in the German speaking world does much to sustain and elevate vocational education. Elsewhere, this lowly standing generates constraints that comprise efforts to control and micro-manage those who teach and learn. Adopting a historical approach, this paper offers a brief and partial account of how, across time, sentiments of powerful others have shaped the standing of vocational education and its proposes and practices, often for purposes of power and control. Instead, it is proposed that for vocational education to realise it purposes necessarily requires it to be informed by and directed more by the interests of those learning about, teach and practice ]'-these occupations. In addition, the need for societally-based (i.e. governmental) imperatives to ameliorate the longstanding consequences of these sentiments for vocational education are proposed.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto21
dc.relation.ispartofissue1
dc.relation.ispartofjournalJournal of Vocational Education and Training
dc.relation.ispartofvolume66
dc.rights.retentionY
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchTechnical, further and workplace education
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode390308
dc.subject.fieldofresearchcode3901
dc.titleThe standing of vocational education: Sources of its societal esteem and implications for its enactment
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2014 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in the Journal of Vocational Education and Training on 16 Dec 2013, available online: http://www.tandfonline.com/doi/abs/10.1080/13636820.2013.867525
gro.hasfulltextFull Text
gro.griffith.authorBillett, Stephen R.


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