190
Views
10
CrossRef citations to date
0
Altmetric
Articles

The reconfiguration of adult education VET teachers: Tensions amongst organisational imperatives, vocational ideals and the needs of students

Pages 122-134 | Published online: 17 Dec 2014

References

  • Andersson, E. & Wärvik, G-B. (2012). Swedish adult education in transition? Implications of the work first principle. Journal of Adult and Continuing Education, 18(1), 90–103.
  • Beach, D. & Carlsson, M. (2004). Adult education goes to market: An ethnographic case study of the restructuring and reculturing of adult education. European Educational Research Journal, 3(3), 673–690.
  • Berner, B. (2010). Crossing boundaries and maintaining difference between school and industry: Forms of boundary-work in Swedish vocational education. Journal of Education and Work, 23(1), 27–42.
  • Brennan Kemmis, R. (2008). Freedom for praxis. In: S. Kemmis and T.J. Smith (Eds.), Enabling praxis: Challenges for education, pp. 195–216. Rotterdam, The Netherlands: Sense.
  • Brunsson, N. (1982). The irrationality of action and action rationality. Journal of Management Studies, 19(1), 29–44.
  • Brunsson, N. & Jacobsson, K. (2000). A world of standards. Oxford, England: Oxford University Press.
  • DiMaggio, P.J. & Powell, W.W. (1983). The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields. American Sociological Review, 48(2), 147–160.
  • Esping-Andersen, G. (1990). The three worlds of welfare capitalism. Princeton, NJ: Princeton University Press.
  • Fejes, A. (2006). Constructing the adult learner - a governmentality analysis. Linköping Studies in Education and Psychology no. 106. Linköping, Sweden: Linköping University, Department of Behavioural Sciences. Doctoral dissertation.
  • Fejes, A. & Köpsén, S. (2012). Vocational teachers’ identity formation through boundary crossing. Journal of Education and Work (online, pp. 1–19). doi:10.1080/13639080.2012.742181
  • Jacobsson, K. (2004). Soft regulation and the subtle transformation of states: the case of EU employment policy. Journal of European Social Policy, 14(4), 355–370.
  • Jonnergård, K. & Erlingsdóttir, G. (2012). Variations in professions’ adaption of quality reforms: The cases of doctors and auditors in Sweden. Current Sociology, 60(5), 1–18.
  • Government Proposition. (2000/01: 72). Vuxnas lärande och utvecklingen av vuxenutbildningen (Adult learning and development of adult education). Stockholm, Sweden: Ministry of Education and Research.
  • Hasselbladh, H. & Bejeroth, E. (2007). Webs of knowledge and circuits of communication: Constructing rationalized agency in Swedish health care. Organization, 14(2), 175–200.
  • Henning Loeb, I. (2007). Development and change in Swedish municipal adult education: Occupational life history studies and four genealogies of context. Policy Futures in Education, 5(4), 468–477.
  • Kemmis, S. & Grootenboer, P. (2008). Situating praxis in practice: Practice architectures and the cultural, social and material conditions for practice. In S. Kemmis and T. J. Smith, (eds.). Enabling praxis: Challenges for education, pp. 37–62. Rotterdam, The Netherlands: Sense.
  • Lindblad, S. & Goodson, I. (2011). Researching the teaching profession under restructuring. In I Goodson & S. Lindblad. Professional knowledge and educational restructuring in Europe, pp. 1–10. Rotterdam, The Netherlands: Sense.
  • Lumsden Wass, K. (2004). Vuxenutbildning i omvandling: Kunskapslyftet som ett sätt att organisera förnyelse. (Adult education in transition. The adult education initiative as a way of organising renewal). Göteborg, Sweden: Göteborg University, Acta Universitatis Gothoburgensis. Doctoral dissertation.
  • Meyer, J. W. & Rowan, B. (1977) Institutionalized organizations: Formal structures as myths and ceremonies. American Journal of Sociology, 83(2), 340–363.
  • Rubenson, K. (1994). Adult education policy in Sweden, 1967–1991. Policy Studies Review, 13(3/4), 367–389.
  • Sahlin, K. & Wedlin, L. (2008). Circulating ideas: Imitation, translation and editing. In: R. Greenwood, C. Oliver, R. Suddaby & K. Sahlin-Andersson. (Eds.). The Sage handbook of organizational institutionalism, pp. 218–242. London, England: Sage.
  • SFS. (2009). Statsbidrag för yrkesinriktad och viss teoretisk vuxenutbildning på gymnasial nivå. (State grant for vocational and some theoretical adult education on upper secondary level). Stockholm, Sweden: Ministry of Education and Research.
  • Skinner, B. F. (1984). Beyond freedom and dignity. New York, NY: Knopf.
  • Weick, K. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21(1), 1–19.

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.