Literaturnachweis - Detailanzeige
| Autor/inn/en | Angus, Lawrence; Golding, Barry; Foley, Annette; Lavender, Peter |
|---|---|
| Titel | Promoting "Learner Voice" in VET: Developing Democratic, Transformative Possibilities or Further Entrenching the Status Quo? |
| Quelle | In: Journal of Vocational Education and Training, 65 (2013) 4, S.560-574 (15 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1363-6820 |
| DOI | 10.1080/13636820.2013.855648 |
| Schlagwörter | Vocational Education; Foreign Countries; Learner Engagement; Disadvantaged; Educational Policy; Equal Education; Interviews; Attitude Measures; Stakeholders; Student Participation; Social Influences; Politics of Education; Australia |
| Abstract | In order to critique the notion of "learner voice" in vocational education and training (VET) policy, this paper draws from a project conducted by the authors on behalf of the Australian National VET Equity Advisory Council (NVEAC). The term "learner voice" is used extensively throughout NVEAC documentation to describe the engagement of "disadvantaged" students within the VET system. However, the concept of "voice" being advocated, we argue, is a particularly "thin" one which is linked to notions of client feedback, managed participation and the commodification of training rather than any broad sense of democracy, equity or social transformation. The paper critically examines current practices in relation to learner voice within the VET policy framework and their implications for the contested role of VET in contributing to social equity and redress of social and economic disadvantage. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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