Changing work, changing workers, changing selves: a study of pedagogies in the new vocationalism

Funding: 2002: $55,000
2003: $77,000
2004: $75,000

Project Member(s): Tennant, M., Solomon, N.

Funding or Partner Organisation: Australian Research Council (ARC Discovery Projects)

Start year: 2002

Summary: Changes in the form of work have led to an emphasis on the development of new kinds of working identities. This project aims to map, analyze and theorize the way in which pedagogical strategies in vocational education produce new worker identities. It examines contextual differences across different sectors and industries as well as forms of inclusion and exclusion. For policy-makers it provides a new mapping and evaluation of different types of institutional programs; for practitioners it brings new insights about effective practices; for theorists it offers a new, empirically-grounded theorisation of workplace knowledge.''

Publications:

Solomon, N & Gustavs, J 2023, 'Corporatizing Knowledge' in Michelson, E & Mandell, A (eds), Portfolio Development and the Assessment of Prior Learning, Routledge, Sterling, Virginia, USA, pp. 232-254.
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Fenwick, T & Tennant, M 2020, 'Understanding adult learners' in Foley, G (ed), Dimensions of Adult Learning: Adult education and training in a global era, Allen and Unwin, Sydney, Australia, pp. 55-73.

Solomon, N 2007, 'The Pedagogy of Lifelong Learning' in Osborne, M, Houston, M & Toman, N (eds), The Pedagogy of Lifelong Learning: Understanding Effective Teaching and Learning in Diverse Contexts, Routledge, London, Uk, pp. 115-126.
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TENNANT, M & YATES, LYN 2005, 'Issues of identity and knowledge in the schooling of VET: a case study of lifelong learning', International Journal of Lifelong Education, vol. 24, no. 3, pp. 213-225.
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Tennant, MC 2005, 'Transforming Selves', Journal of Transformative Education, vol. 3, no. 2, pp. 105-115.

Williams, C 2005, 'The discursive construction of the ‘competent’ learner-worker: from key competencies to ‘employability skills’1', Studies in Continuing Education, vol. 27, no. 1, pp. 33-49.
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Tennant *, M 2004, 'Doctoring the knowledge worker', Studies in Continuing Education, vol. 26, no. 3, pp. 431-441.
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Chappell, C, Rhodes, C, Solomon, N, Tennant, M & Yates, L 2003, Reconstructing the Lifelong Learner, 1, Routledge, London, england.
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Chappell, C 2003, 'Researching vocational education and training: where to from here?', Journal of Vocational Education & Training, vol. 55, no. 1, pp. 21-32.
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Yates, L 2003, 'Interpretive claims and methodological warrant in small-number qualitative, longitudinal research', International Journal of Social Research Methodology, vol. 6, no. 3, pp. 223-232.
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Chappell, CS 1970, 'Researching the pedagogies of the new vocationalism', Proceedings of the 10th annual international conference on post-compulsory education and training, Envisioning Practice-Implementing Change, Academic Press, Gold Coast, Australia, pp. 193-200.

Keywords: Pedagogy Vocationalism Change Identity Self Work

FOR Codes: Sociology of Education, Educational Policy, Administration and Management, Vocational education and training, Education Policy, Sociology of education

Acknowledgement of Country

UTS acknowledges the Gadigal people of the Eora Nation, the Boorooberongal people of the Dharug Nation, the Bidiagal people and the Gamaygal people, upon whose ancestral lands our university stands. We would also like to pay respect to the Elders both past and present, acknowledging them as the traditional custodians of knowledge for these lands.