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Teaching for the `new work order`: empowerment or exploitation?

Santoro, Ninetta 2003, Teaching for the `new work order`: empowerment or exploitation?, in NZARE AARE Conference 2003 : educational research, risks, & dilemmas, Australian Association for Research in Education (AARE), Coldstream, Vic., pp. 1-10.

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Title Teaching for the `new work order`: empowerment or exploitation?
Author(s) Santoro, Ninetta
Conference name NZARE AARE Conference (2003 : Auckland, N.Z.)
Conference location Hyatt Regency Hotel and University of Auckland, Auckland, New Zealand
Conference dates 29 November - 3 December 2003
Title of proceedings NZARE AARE Conference 2003 : educational research, risks, & dilemmas
Editor(s) van Til, E.
Publication date 2003
Start page 1
End page 10
Publisher Australian Association for Research in Education (AARE)
Place of publication Coldstream, Vic.
Keyword(s) Education -- Research
Summary Vocational Education and Training (VET) programs addressing the needs
of workers in the ‘New Work Order’ have increasingly emphasised the development of communication, analytical, negotiation and decision- making skills over technical skills. Education for work has often been seen as a means of empowering workers to take up the opportunities available to them in the new ‘democratic’ workplaces of the last twenty years by developing the skills to contribute to workplace change through participation in collaborative decision-making processes. This paper is based on the findings of a study that explored the ways in which trainers take up and work within the current discourses of VET. Data from interviews with trainers as well as observations of them at work are analysed and presented in this paper to highlight the ways in which they inadvertently position their students as compliant and powerless workers, despite the rhetoric that learning- for-work will prepare them to become active agents of change in democratic workplaces. I argue that this contradiction is due, in part, to the ways in which the trainers’ classed identities intersect with discourses of VET in powerful and complex ways. Their understanding of work, learning- for-work and teaching- for-work is constructed and mediated through their social class positionings and is enacted through classroom practices.
ISSN 1176-4902
Language eng
Field of Research 139999 Education not elsewhere classified
130108 Technical, Further and Workplace Education
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2003, AARE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30005095

Document type: Conference Paper
Collection: School of Social and Cultural Studies in Education
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