569
Views
12
CrossRef citations to date
0
Altmetric
Articles

Educating self-governing learners and employees: studying, learning and pedagogical practices in the context of vocational education and its reform

ORCID Icon & ORCID Icon
Pages 1143-1160 | Received 01 Apr 2019, Accepted 15 Jul 2019, Published online: 27 Aug 2019

References

  • Aaltonen, S. 2012. “Subjective Orientations to the Schooling of Young People on the Margins of School.” Young 20 (3): 219–235.
  • Aaltonen, S. 2013. “‘Trying to Push Things Through’: Forms and Bounds of Agency in Transitions of School-age Young People.” Journal of Youth Studies 16 (3): 375–390.
  • Arnesen, A.-L., E. Lahelma, L. Lundahl, and E. Öhrn. 2014. Fair and Competitive? Critical Perspectives on Contemporary Nordic Schooling. London: Tufnell Press.
  • Bacchi, C. 2000. “Policy as Discourse: What Does It Mean? Where Does It Get Us?” Discourse: Studies in the Cultural Politics of Education 21 (1): 45–57. doi:10.1080/01596300050005493.
  • Bernstein, B. 1990. Class, Codes and Control: The Structuring of Pedagogic Discourse . IV Vols. London: Routledge.
  • Davies, Bronwyn, and Peter Bansel. 2007. “Neoliberalism and Education.” International Journal of Qualitative Studies in Education 20 (3): 247–259.
  • Dean, M. 2010. Governmentality. Power and Rule in Modern Society. London: Sage Publications.
  • Done, E., and M. Murphy. 2016. “The Responsibilisation of Teachers: A Neoliberal Solution to the Problem of Inclusion.” Discourse: Studies in the Cultural Politics of Education, doi:10.1080/01596306.2016.1243517.
  • Economic Council Report. 2017. https://www.talouspolitiikanarviointineuvosto.fi/wordpress/wp-content/uploads/2018/01/Report2017.pdf.
  • Eurydike. 2018. “ National Education Systems.” https://eacea.ec.europa.eu/national-policies/eurydice/national-description_en.
  • Falzon, M.-A. 2009. “Introduction: Multi-sited Ethnography: Theory, Praxis and Locality in Contemporary Research.” In Multi-sited Ethnography: Theory, Praxis and Locality in Contemporary Research, edited by M.-A. Falzon, 1–23. Surrey: Ashgate.
  • FMEC. 2017. https://minedu.fi/en/article/-/asset_publisher/ammatillisen-koulutuksen-reformi-uudistaa-koulutuksen-vastaamaan-opiskelijoiden-ja-tyoelaman-tarpeita.
  • Foucault, M. 1980. “Truth and Power.” In Power/Knowledge. Selected Interviews and other Writings 1972–1977, edited by C Gordon, 109–134. London: Harvester Wheatsheaf.
  • Foucault, M. 2008. The Birth of Biopolitics: Lectures at the collège de France 1978–1979. New York: Palgrave Macmillan.
  • Foucault, M. 2009. Security, Territory, Population. Lectures at the collège de France 1977–1978. London: Palgrave Macmillan.
  • Gordon, T., and J. Holland. 2000. Making Spaces: Citizenship and Difference in Schools. Houndmills: MacMillan Press.
  • Hall, S. 2001. “Foucault: Power, Knowledge and Discourse.” In Discourse Theory and Practice: A Reader, edited by M. Wetherell, S. Taylor, and S. Yates, 72–81. London: Sage.
  • Hall, T., and A. Coffey. 2007. “Learning Selves and Citizenship: Gender and Youth Transitions.” Journal of Social Policy 36 (2): 279–296.
  • Helen, I. 2010. “Hyvinvointi, vapaus ja elämänpolitiikka. Foucault’lainen hallinnan analytiikka.” In Hallintavalta. Sosiaalisen, politiikan ja talouden kysymyksiä, edited by J. Kaisto and M. Pyykkönen, 27–48. Helsinki: Gaudeamus.
  • Henderson, S., J. Holland, S. McGrellis, S. Sharpe, and R. Thomson. 2007. Inventing Adulthoods. A Biographical Approach to Youth Transitions. London: Sage.
  • Hjelmér, C., S. Lappalainen, and P-Å Rosvall. 2014. “Young People and Spatial Divisions in Upper Secondary Education: A Cross-cultural Perspective.” In Fair and Competitive? Critical Perspectives on Contemporary Nordic Schooling, edited by Teoksessa, A.-L. Arnesen, E. Lahelma, L. Lundahl, and E. Öhrn, 85–102. London: The Tufnell Press.
  • Honkatukia, P. 2017. “Nuorisotutkimuksen yhteiskunnallinen tehtävä. Nuorisotutkimuksen professorin juhlaluento Tampereen yliopistolla 5.9.2017.” Nuorisotutkimus 35 (3): 59–64.
  • Juva, I., and T. Vaahtera. 2017. “Getting Along – Social Skills Required to be Normal in the Finnish School.” In Troubling Educational Cultures in the Nordic Countries, edited by T. Vaahtera, A. M. Niemi, S. Lappalainen, and D. Beach, 52–68. London: The Tufnell Press.
  • Kauppila, A., H. Kinnari, and A.-M. Niemi. 2018. “Governmentality of Disability in the Context of Lifelong Learning in European Union Policy.” Critical Studies in Education. doi:10.1080/17508487.2018.1533876.
  • Kirjavainen, T., and J. Pulkkinen. 2017. “Pisa-tulokset heikentyneet huippuvuosista – kuinka paljon ja mistä se voisi johtua?” Talous ja yhteiskunta 45 (3): 8–12.
  • Koski, L. 2009. “Vocational Curriculum – Morality for the Working Class?” In Knowing Work. The Social Relations of Working and Knowing. Studies in Vocational and Continuing Education, edited by Teoksessa M. Weil, L. Koski, and L. Mjelde, 27–52. Bern: Peter Lang.
  • Koski, L. 2011. “Teksteistä teemoiksi – dialoginen tematisointi [From texts to themes. Dialogical thematisation].” In Menetelmäviidakon raivaajat. Perusteita laadullisen tutkimustavan valintaan, edited by A. Puusa and P. Juuti, 126–149. Vantaa: Hansaprint Oy.
  • Lahelma, E. 2002. “School is for Meeting Friends: Secondary School as Lived and Remembered.” British Journal of Sociology of Education 23 (3): 367–381.
  • Lahelma, E. 2014. “Troubling Discourses on Gender and Education.” Educational Research 56 (2): 171–183. doi:10.1080/00131881.2014.898913.
  • Lahelma, E., S. Lappalainen, R. Mietola, and T. Palmu. 2014. “Discussions That ‘Tickle Our Brains’: Constructing Interpretations Through Multiple Ethnographic Data-sets.” Ethnography & Education 9 (1): 51–65. doi:10.1080/17457823.2013.828476.
  • Lappalainen, S. 2009. “Making Differences and Reflecting on Diversities: Embodied Nationality Among Preschool Children.” International Journal of Inclusive Education 13 (1): 63–78. doi:10.1080/13603110701273691.
  • Lappalainen, S. 2011. “‘Tää on oikeesti outoo’. Työssäoppimisen käytännöt ja nuorten toimijuus lähihoitajakoulutuksessa.” In Terveysalan ammatit ja koulutus, edited by A. Laiho Teoksessa and T. Ruoholinna, 158–179. Helsinki: Gaudeamus.
  • Liasidou, Anastasia. 2012. “Inclusive Education and Critical Pedagogy at the Intersections of Disability, Race, Gender and Class.” Journal for Critical Education Policy Studies 10 (1): 168–184.
  • Maaseuduntulevaisuus. 2019. https://www.maaseuduntulevaisuus.fi/politiikka/artikkeli-1.373241?fbclid=IwAR3LOV7b0Bh-lBxfbBuDm3uq1ur0uC2WnUqZQD27ZBDRKnDqZe4kt7llous.
  • Marcus, G. 1995. “Ethnography in/of the World System. The Emergence of Multi-sited Ethnography.” Annual Review of Anthropology 24: 95–117.
  • Mikkonen, S., L. Pylväs, H. Rintala, P. Nokelainen, and L. Postareff. 2017. “Guiding Workplace Learning in Vocational Education and Training: A Literature Review.” Empirical Research in Vocational Education and Training 9: 9. doi:10.1186/s40461-017-0053-4.
  • Niemi, A.-M. 2010. “Työ ja työelämä nuorten ammattiopiskelijoiden ja opettajien puheessa [Young Vocational Students and Teachers Talking about Work and Labour Market].” In Ohipuhuttu nuoruus? Nuorten elinolot – vuosikirja 2010, edited by A.-H. Anttila, K. Kuussaari, and T. Puhakka, 144–154. Helsinki: National Institute for Health and Welfare.
  • Niemi, A.-M. 2015. Erityisiä koulutuspolkuja? Tutkimus erityisopetuksen käytännöistä peruskoulun jälkeen [Special Educational Paths? A Study on the Practices of Special Needs Education after Basic Education]. University of Helsinki, Institute of Behavioural Sciences, Studies in Educational Sciences 264.
  • Niemi, A.-M., and M. Jahnukainen. 2018. “Tuen tarve, työelämäpainotteisuus ja itsenäisyyden vaatimus ammatillisen koulutuksen kontekstissa [The Need of Support, Working-life Emphasis and Self-responsibility in the Context of Vocational Education and Training].” Ammattikasvatuksen Aikakauskirja 20 (1): 9–25.
  • Niemi, A.-M., and L. M. Laaksonen. 2019. “Discourses on Educational Support in the Context of General Upper Secondary Education.” Disability & Society. doi:10.1080/09687599.2019.1634523.
  • Niemi, A.-M., and R. Mietola. 2017. “Between Hopes and Possibilities. (Special) Educational Paths, Agency and Subjectivities.” Scandinavian Journal of Disability Research 19 (3): 218–229. doi:10.1080/15017419.2016.1239588.
  • Niemi, A.-M., and P-Å Rosvall. 2013. “Framing and Classifying the Theoretical and Practical Divide: How Young Men’s Positions in Vocational Education are Produced and Reproduced.” Journal of Vocational Education and Training 65 (4): 445–460.
  • Nokelainen, P., H. Rintala, H. Virtanen, S. Juujärvi, and K. Hytönen. 2017. Oppimisen laadusta on huolehdittava, kun nuorten koulutusta siirtyy työpaikoille. Osaavat työntekijät – Menestyvät työmarkkinat -ohjelma. Policy Brief 1/2017.
  • Nylund, M., and M. 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.
  • Nylund, M., P-Å Rosvall, E. Eiríksdóttir, A.-S. Holm, U. Isopahkala-Bouret, A.-M. Niemi, and G. Ragnarsdóttir. 2018. The Academic-vocational Divide in Three Nordic Countries: Implications for Social Class and Gender. Educational Inquiry, JustEd special issue.
  • Öhrn, E., D. Beach, and L. Lundahl. 2011. Young People’s Influence and Democratic Education. London: Tufnell Press.
  • OSF. 2017. Special Education. Appendix Table 9. Students of Special Vocational Education by Place of Provision of Teaching, 2004–2016. Helsinki: Statistics Finland. Accessed May 7, 2019. http://www.stat.fi/til/erop/2017/erop_2017_2018-06-11_tau_009_en.html.
  • Renold, Emma, Sally Holland, Nicola J. Ross, and Hillman Alexandra. 2008. “‘Becoming Participant’. Problematizing ‘Informed Consent’ in Participatory Research with Young People in Care.” Qualitative Social Work 7 (4): 427–447. doi:10.1177/1473325008097139.
  • Riga Conclusions. 2015. On a New Set of Medium-term Deliverables in the Field of VET for the Period 2015–2020, as a Result of the Review of Short-term Deliverables Defined in the 2010 Bruges Communiqué.
  • Rintala, H., S. Mikkonen, L. Pylväs, P. Nokelainen, and L. Postareff. 2015. “Työpaikalla tapahtuvaa oppimista ja ohjausta edistävät ja estävät tekijät.” Ammattikasvatuksen aikakauskirja 17 (4): 9–21.
  • Rose, N. 1999. Powers of Freedom. Reframing Political Thought. Cambridge: Cambridge University Press.
  • Rosvall, P-Å. 2011. “Pedagogic Practice and Influence in a Social Science Class.” In Young People’s Influence and Democratic Education, edited by E. Öhrn, L. Lundahl, and D. Beach, 71–91. London: Tufnell Press.
  • Rubenson, K. 2006. “The Nordic Model of Lifelong Learning.” Compare 36 (3): 327–341.
  • Rytivaara, A. 2012. “Collaborative Classroom Management in a Co-taught Primary School Classroom.” International Journal of Educational Research 53: 182–191.
  • Slee, Roger. 2014. “Discourses of Inclusion and Exclusion: Drawing Wider Margins.” Power and Education 6 (1): 7–17. doi:10.2304/power.2014.6.1.7.
  • Tamboukou, M. 2008. “A Foucauldian Approach to Narratives.” In Doing Narrative Research, edited by M. Andrews, C. Squire, and M. Tamboukou, 103–121. London: Sage.
  • Taylor, S., F. Rizvi, B. Lingard, and M. Henry. 1997. Education Policy and the Politics of Change. London: Routledge.
  • The Bordeaux Communiqué. 2008. The Bordeaux Communiqué on enhanced European cooperation in vocational education and training.
  • The Copenhagen Declaration. 2002. “ Declaration of the European Ministers of Vocational Education and Training, and the European Commission, Convened in Copenhagen on 29 and 30 November 2002, on Enhanced European Cooperation in Vocational Education and Training.”
  • The Helsinki Communiqué. 2006. “ On Enhanced European Cooperation in Vocational Education and Training.”
  • Troman, G., B. Jeffrey, and D. Beach. 2006. Researching Education Policy. Ethnographic Experiences. London: The Tufnell Press.
  • YLE. 2018. “ Students Across Finland Protest Cuts to Vocational Education.” https://yle.fi/uutiset/osasto/news/students_across_finland_protest_cuts_to_vocational_education/9112796.
  • Youdell, D. 2006. “Diversity, Inequality, and a Post-structural Politics for Education.” Discourse: Studies in the Cultural Politics of Education 27 (1): 33–42.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.