The phenomenology of professional practice: a currere

Abstract

In the shift to a more clearly economic imperative for universities than social good, the relationship between higher education teaching and professional practice has become increasingly apparent. It is seen in the courses offered by universities, and the relationship with employment and employers advocated by government and funding agencies. From a social realism perspective, this paper envisions all high-level vocational education as professional and discusses how an understanding of the phenomenology of practice could help to define how it might be structured and by whom it may be best delivered.

Keywords:

• currere
• social realism
• phenomenology
• professional practice

Acknowledgements

I am very grateful for the various suggestions for improvement and additions to this paper offered by the two referees and the editor, who kindly read and commented on the initial draft submission.

Notes

1. Following CEDEFOP, all vocational education in higher education is referred to as ‘professional education’.

2. For an interesting comparison of this proposal to the current formation of professions, see Beck and Young (2005, 188).

3. Thanks are due to Alison Pringle and Garth Rhodes for these examples.