Re-humanization of vocational education and training in Australia.
Australia is restricted by the academic, social and administrative mechanisms of financialization. Exaggerated critiques about the adequacy of learner-centered approaches to education have been used to support a retrogressive shift from curriculum informed by contemporary educational theories, towar...
| Publicado en: | Journal of Critical Realism Vol. 17; no. 1; pp. 63 - 78 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Feb2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=128502066&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 128502066 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14767430 7DS jtl: Journal of Critical Realism issn: 14767430 maglogo: N pubinfo: dt: Feb2018 vid: 17 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 128502066 10.1080/14767430.2017.1372655 ppf: 63 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.1MB tig: atl: Re-humanization of vocational education and training in Australia. aug: au: Livock, Cheryl affil: Integrity Education and Research, Sunshine Coast, Queensland, Australia su: Vocational education Occupational training Financialization Dehumanization Critical realism Australia sug: subj: Australia Vocational education Occupational training Financialization Dehumanization Critical realism keyword: critical realism explanatory critique Marketization of education Transformational Model of Social Activity vocational education ab: Australia is restricted by the academic, social and administrative mechanisms of financialization. Exaggerated critiques about the adequacy of learner-centered approaches to education have been used to support a retrogressive shift from curriculum informed by contemporary educational theories, towards curriculum informed by management theories based on the dehumanizing educational theory of behaviourism. I therefore suggest a return to pre-1987 learning-centered educational theories, which include face-to-face relations, compassion and civility. This call is not new, but it has been largely ignored by powerful agents in society: politicians, and regulatory-body representatives. It is therefore necessary to embark on an alternative approach to agential change. In this case, I appeal not to the powerful agents, but to all of us involved in VET. Since VET subsists on our activities, that is, since we daily reproduce it with our activities, it should be possible for us to withdraw those activities that reproduce the marketized approach to VET. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Journal of Critical Realism is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Journal of Critical Realism holder: Taylor & Francis Ltd dt: @attributes: year: 2018 holdings: @attributes: islocal: N |
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