Language and power in vocational education and training Grace, Lauri 2004, Language and power in vocational education and training, in Proceedings of the 12th Annual International Conference on Post-Compulsory Education and Training, Centre for Learning Research, Griffith University, Brisbane, Qld, pp. 165-171. Attached Files Name Description MIMEType Size Downloads Title Language and power in vocational education and training Alternative title Doing - Thinking - Activity - Learning Author(s) Grace, Lauri Conference name Post-Compulsory Education and Training. Conference (12th: 2004: Surfers Paradise, Qld.) Conference location Surfers Paradise, Qld. Conference dates 6-8 Dec. 2004 Title of proceedings Proceedings of the 12th Annual International Conference on Post-Compulsory Education and Training Editor(s) McKavanath, C. Searle, J. Roebuck, Dick Publication date 2004 Conference series Post-Compulsory Education and Training Conference Start page 165 End page 171 Publisher Centre for Learning Research, Griffith University Place of publication Brisbane, Qld Summary In this paper I explore the way language is used in Training Packages, and the impact this language has when Training Packages are used to support work-based vocational programs. Training Packages are a fundamental component of the regulatory framework of the national vocational education and training (VET) system [in Australia]. The national strategy for VET places employers and individuals at the centre of VET, and policy commitments to access and equity are enshrined in the auditable standards of the Australian Quality Training Framework (AQTF). Yet Training Packages and related official VET texts are written in an abstract, generalised and complex language form which acts as an insurmountable barrier to many people at the front line of VET. My PhD research (a work in progress) explores the proposition that this language form is representative of, and constructive in, unequal power relationships. Early data analysis suggests that VET practitioners and training participants talk about their experience of this language in terms of power and exclusion. In contrast, the official VET response generally leaves the official language form above challenge, and instead largely focuses on the presumed deficient language and literacy skills of those who are excluded by these texts. ISBN 1875378545 9781875378548 Language eng Field of Research 139999 Education not elsewhere classified Socio Economic Objective 970113 Expanding Knowledge in Education HERDC Research category E1 Full written paper - refereed Persistent URL http://hdl.handle.net/10536/DRO/DU:30005563 Document type: Conference Paper Collections: Faculty of Arts and Education School of Social and Cultural Studies in Education   Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Mon, 09 Feb 2009, 13:26:11 EST Tue, 08 Jun 2010, 13:31:55 EST Wed, 28 Jul 2010, 13:52:06 EST Mon, 19 Jan 2015, 10:22:31 EST Tue, 03 Feb 2015, 10:08:55 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 459 Abstract Views, 2 File Downloads  -  Detailed Statistics Created: Mon, 07 Jul 2008, 09:51:16 EST