1,465
Views
2
CrossRef citations to date
0
Altmetric
Research Article

Civic education in VET: concepts for a professional language in VET teaching and VET teacher education

ORCID Icon & ORCID Icon
Pages 684-703 | Received 18 Nov 2021, Accepted 26 Apr 2022, Published online: 12 May 2022

References

  • Åberg, Magnus, and Maria Hedlin. 2015. “Happy Objects, Happy Men? Affect and Materiality in Vocational Training.” Gender and Education 27 (5): 523–538. doi:10.1080/09540253.2015.1069797.
  • Arneback, Emma, and Mattias Nylund. 2017. “Yrkeslärare som värdebalanserare: Värdekonflikter mellan skolans och arbetsplatsens läroplan i lärlingsutbildning.” Utbildning och lärande 11 (1): 82–101.
  • Asplund, Stig-Börje, and Héctor Pérez Prieto. 2018. “Young working-class Men Do Not Read: Or Do They? Challenging the Dominant Discourse of Reading.” Gender and Education 30 (8): 1048–1064. doi:10.1080/09540253.2017.1303825.
  • Avis, James. 2016. Social Justice, Transformation and Knowledge. New York: Routledge.
  • Avis, James. 2019. “Vocational Education, Transitions, Marginalisation and Social Justice in the Nordic Countries: Reflections on the Special Issue.” European Educational Research Journal 18 (3): 376–384. doi:10.1177/1474904119845250.
  • Beach, Dennis, Carl Bagley, Anita Eriksson, and Catarina Player-Koro. 2014. “Changing Teacher Education in Sweden: Using meta-ethnographic Analysis to Understand and Describe Policy Making and Educational Changes.” Teaching and Teacher Education 44: 160–167. doi:10.1016/j.tate.2014.08.011.
  • Beicht, Ursula, and Günter Walden. 2017. “Transitions of Young Migrants to Initial Vocational Education and Training in Germany: The Significance of Social Origin and Gender.” Journal of Vocational Education & Training 69 (3): 424–449. doi:10.1080/13636820.2016.1275032.
  • Bernstein, Basil. 2000. Pedagogy, Symbolic Control and Identity. Lanham: Rowman & Littlefield Publishers.
  • Billett, Stephen. 2014. “Learning in the Circumstances of Practice.” International Journal of Lifelong Education 33 (5): 674–693. doi:10.1080/02601370.2014.908425.
  • Bonvin, Jean-Michel. 2019. “Vocational Education and Training beyond Human Capital: A Capability Approach.” In Handbook of Vocational Education and Training: Developments in the Changing World of Work, edited by Simon McGrath, Martin Mulder, Joy Papier, and Rebecca Suart, 1–17. Cham: Springer International Publishing.
  • Bonvin, Jean-Michel, and Francesco Laruffa. 2018. “Deliberative Democracy in the Real World, the Contribution of the Capability Approach.” International Review of Sociology 28 (2): 216–233. doi:10.1080/03906701.2018.1477101.
  • Broberg, Åsa, Viveca Lindberg, and Gun-Britt Wärvik. 2021. “Women’s Vocational Education 1890–1990 in Finland and Sweden: The Example of Vocational Home Economics Education.” Journal of Vocational Education & Training 73 (2): 217–233. doi:10.1080/13636820.2021.1889646.
  • Brockmann, Michaela, Linda Clarke, Philippe Méhaut, and Christopher Winch. 2008. “Competence-Based Vocational Education and Training (VET): The Cases of England and France in a European Perspective.” Vocations and Learning 1 (3): 227–244. doi:10.1007/s12186-008-9013-2.
  • Brockmann, Michaela, Linda Clarke, and Christopher Winch. 2010. ”The Apprenticeship Framework in England: a new beginning or a continuing sham?” Journal of Education and Work 23 (2): 111–27. doi:10.1080/13639081003627439.
  • Colley, Helen, David James, Kim Diment, and Michael Tedder. 2003. “Learning as Becoming in Vocational Education and Training: Class, Gender and the Role of Vocational Habitus.” Journal of Vocational Education & Training 55 (4): 471–498. doi:10.1080/13636820300200240.
  • de Bruijn, Elly, and Yvonne Leeman. 2011. “Authentic and self-directed Learning in Vocational Education: Challenges to Vocational Educators.” Teaching and Teacher Education 27 (4): 694–702. doi:10.1016/j.tate.2010.11.007.
  • Durkheim, Émile. 2001. The Elementary Forms of Religious Life. Oxford: Oxford university press.
  • Engeström, Yrjö, and Annalisa Sannino. 2021. “From Mediated Actions to Heterogenous Coalitions: Four Generations of activity-theoretical Studies of Work and Learning.” Mind, Culture, and Activity 28 (1): 4–23. doi:10.1080/10749039.2020.1806328.
  • Fuller, Alison, and Lorna Unwin. 2003. “Learning as Apprentices in the Contemporary UK Workplace: Creating and Managing Expansive and Restrictive Participation.” Journal of Education and Work 16 (4): 407–426. doi:10.1080/1363908032000093012.
  • Gamble, Jeanne. 2014. “‘Approaching the Sacred’: Directionality in the Relation between Curriculum and Knowledge Structure.” British Journal of Sociology of Education 35 (1): 56–72. doi:10.1080/01425692.2012.740802.
  • Hordern, Jim. 2014. “How Is Vocational Knowledge Recontextualised?” Journal of Vocational Education & Training 66 (1): 22–38. doi:10.1080/13636820.2013.867524.
  • Isopahkala-Bouret, Ulpukka, Sirpa Lappalainen, and Elina Lahelma. 2014. “Educating worker-citizens: Visions and Divisions in Curriculum Texts.” Journal of Education and Work 27 (1): 92–109. doi:10.1080/13639080.2012.718745.
  • Köpsén, Johanna. 2020. “Demands-based and employer-driven Curricula: Defining Knowledge in Higher Vocational Education and Training.” Studies in Continuing Education 42 (3): 349–364. doi:10.1080/0158037X.2019.1661238.
  • Köpsén, S., and P. Andersson. 2017. “Reformation of VET and Demands on Teachers’ Subject Knowledge – Swedish Vocational Teachers’ Recurrent Participation in a National CPD Initiative.” Journal of Education and Work 30 (1): 69–83. doi:10.1080/13639080.2015.1119259.
  • Lappalainen, Sirpa, Mattias Nylund, and Per-Åke Rosvall. 2019. “Imagining Societies through Discourses on Educational Equality.” European Educational Research Journal 18 (3): 335–354. doi:10.1177/1474904118814140.
  • Ledman, Kristina, Mattias Nylund, Maria Rönnlund, and Per-Åke Rosvall. 2021. “Being and Becoming a Female Student and Worker in Gendered Processes of Vocational Education and Training.” Gender and Education 33 (5): 514–530. doi:10.1080/09540253.2020.1815659.
  • Ledman, Kristina, Per-Åke Rosvall, and Mattias Nylund. 2018. “Gendered Distribution of ‘Knowledge Required for Empowerment’ in Swedish Vocational Education Curricula?” Journal of Vocational Education & Training 70 (1): 85–106. doi:10.1080/13636820.2017.1394358.
  • Locke, Patrick, and Karl Maton. 2019. “Serving Two Masters: How Vocational Educators Experience Marketisation Reforms.” Journal of Vocational Education & Training 71 (1): 1–20. doi:10.1080/13636820.2018.1480521.
  • McLean, Monica, Andrea Abbas, and Paul Ashwin. 2012. “The Use and Value of Bernstein’s Work in Studying (In)equalities in Undergraduate Social Science Education.” British Journal of Sociology of Education 34 (2): 262–280. doi:10.1080/01425692.2012.710007.
  • Nylund, Mattias, Kristina Ledman, Per-Åke Rosvall, and Maria Rönnlund. 2020. “Socialisation and Citizenship Preparation in Vocational Education: Pedagogic Codes and Democratic Rights in VET-subjects.” British Journal of Sociology of Education 41 (1): 1–17. doi:10.1080/01425692.2019.1665498.
  • Nylund, Mattias, Per-Åke Rosvall, Elsa Eiríksdóttir, Ann-Sofie Holm, Ulpukka Isopahkala-Bouret, Anna-Maija Niemi, and Guðrún Ragnarsdóttir. 2018. “The academic–vocational Divide in Three Nordic Countries: Implications for Social Class and Gender.” Education Inquiry 9 (1): 97–121. doi:10.1080/20004508.2018.1424490.
  • Nylund, Mattias, Per-Åke Rosvall, and Kristina Ledman. 2017. “The vocational–academic Divide in Neoliberal Upper Secondary Curricula: The Swedish Case.” Journal of Education Policy 32 (6): 788–808. doi:10.1080/02680939.2017.1318455.
  • Nylund, Mattias, and Maarit Virolainen. 2019. “Balancing ‘Flexibility’ and ‘Employability’: The Changing Role of General Studies in the Finnish and Swedish VET Curricula of the 1990s and 2010s.” European Educational Research Journal 18 (3): 314–334. doi:10.1177/1474904119830508.
  • Pantić, Nataša, and Lani Florian. 2015. “Developing Teachers as Agents of Inclusion and Social Justice.” Education Inquiry 6 (3): 27311. doi:10.3402/edui.v6.27311.
  • Protsch, Paula, and Henke Solga. 2016 ”The social stratification of the German VET system.” Journal of Education and Work 29 (6): 637–61. doi: 10.1080/13639080.2015.1024643.
  • Rönnlund, Maria, Kristina Ledman, Mattias Nylund, and Per-Åke Rosvall. 2019. “Life Skills for ‘Real Life’: How Critical Thinking Is Contextualised across Vocational Programmes.” Educational Research 61 (3): 302–318. doi:10.1080/00131881.2019.1633942.
  • Rönnlund, Maria, and Per-Åke Rosvall. 2021. “Vocational Students’ Experiences of Power Relations during Periods of Workplace Learning – A Means for Citizenship Learning.” Journal of Education and Work 34 (4): 558–571. doi:10.1080/13639080.2021.1946493.
  • Rosvall, Per-Åke, Kristina Ledman, Mattias Nylund, and Maria Rönnlund. 2018. “Construction of Ethnicity, Immigration and Associated Concepts in Swedish Vocational Education and Training.” Journal of Education and Work 31 (7–8): 645–659. doi:10.1080/13639080.2019.1569212.
  • Rosvall, Per-Åke, Kristina Ledman, Mattias Nylund, and Maria Rönnlund. 2020. Yrkesämnena och skolans demokratiuppdrag. Malmö: Gleerups.
  • Simmons, Robin, Danny Connelly, and Ron Thompson. 2020. “‘Education Ain’t for Us’: Using Bourdieu to Understand the Lives of Young White working-class Men Classified as Not in Education, Employment or Training.” Research in Post-Compulsory Education 25 (2): 193–213. doi:10.1080/13596748.2020.1742992.
  • Tarabini, Aina, and Judith Jacovkis. 2022. “Tracking, Knowledge, and the Organisation of Secondary Schooling: Teachers’ Representations and Explanations.” Journal of Vocational Education & Training 74 (1): 89–106. doi:10.1080/13636820.2021.1894220.
  • Wheelahan, Leesa. 2007. “How competency-based Training Locks the Working Class Out of Powerful Knowledge: A Modified Bernsteinian Analysis.” British Journal of Sociology of Education 28 (5): 637–651. doi:10.1080/01425690701505540.
  • Wheelahan, Leesa. 2015. “Not Just Skills: What a Focus on Knowledge Means for Vocational Education.” Journal of Curriculum Studies 47 (6): 750–762. doi:10.1080/00220272.2015.1089942.
  • Wheelahan, Leesa. 2018. “Theorising the Conditions for Theoretical Knowledge in Vocational Education.” In Sociology, Curriculum Studies and Professional Knowledge: New Perspectives on the Work of Michael Young, edited by D. Lambert David Guile and M. J. Reiss, 234–249. London: Routledge.
  • Young, Michael. 2008. Bringing Knowledge Back In: From Social Constructivism to Social Realism in Sociology of Education. London: Routledge.
  • Young, Michael, and Johan Muller. 2014. “From the Sociology of Professions to the Sociology of Professional Knowledge.” In Knowledge, Expertise and the Professions, edited by Michael Young and Johan Muller, 3–17. New York: Routledge.