Happy objects, happy men? Affect and materiality in vocational training

Åberg, Magnus; Hedlin, Maria

doi:10.1080/09540253.2015.1069797

Cited by 18 publications

(12 citation statements)

References 14 publications

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“…Research in vocational school settings that has a focus on the interaction between teacher, students and artefacts has handled issues related to vocational skills and competences (cf. Lindberg 2003Lindberg , 2019, students' identity work (Åberg and Hedlin 2015), and more general pedagogical issues (cf. Khaled et al 2016;Kärner and Kögler 2016;Schaap, van der Schaaf, and de Bruijn 2017).…”

Section: Previous Researchmentioning

confidence: 99%

Introducing the object of learning in interaction: vocational teaching and learning in a plumbing workshop session

Kilbrink

Asplund

Asghari

2021

Journal of Vocational Education & Training

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In vocational education, the learning content is often considered as concrete and specific, and the vocational learning involves physical work and interactions between participants and artefacts. Furthermore, one teacher has the overall responsibility for several students during classes in the vocational workshop at school, which means that the teacher has limited time for every single student and that the few minutes they meet become very important. However, the documented knowledge about how vocational learning is constituted in the vocational classroom and what learning content is focused on in the interaction between teachers and students is very sparse. In this study, we focus on how the enacted object of learning and its critical aspects are made relevant, when a student and teacher in a plumbing workshop session negotiate the conducting of a task in Swedish vocational education. This will be done by using CAVTA (Conversation Analysis and Variation Theory Approach) to make a close and detailed analysis of video recordings of the interaction between the student and teacher when a task is introduced in the workshop session. The results show a complex process, where the teacher alternates between parts and wholeness, using several semiotic resources at hand when highlighting the learning content.

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Section: Previous Researchmentioning

confidence: 99%

Introducing the object of learning in interaction: vocational teaching and learning in a plumbing workshop session

Kilbrink

Asplund

Asghari

2021

Journal of Vocational Education & Training

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“…Classic cars were also loved objects because they were meaningful in relation to personal histories, memories and identities. Åberg and Hedlin's (2015) study of construction trainees suggests that types of practical work may engender 'joy', in part through re-engaging trainees in a 'tinkering culture' first encountered when they were younger and participated in practical work with male relatives and friends (2015: 529). In our study, too, many trainees described early interest in cars, including cars that would now be considered 'classics' (but were not then), and remembered childhoods spent tinkering on their own or on relatives' cars.…”

Section: Aaronmentioning

confidence: 99%

Repair work as good work: Craft and love in classic car restoration training

Bozkurt

Cohen

2018

Human Relations

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Repair work is essential if we are to develop environmentally sustainable societies, but repair activity has largely disappeared in advanced economies. Where it survives, work in repair is typically 'dirty' and undesirable. This article asks how repair work can be experienced as 'good work', drawing on the accounts of 20 trainees on a classic car restoration course. We observe that two features made repair 'good work' in their eyes: craft and love. Craft skills enabled trainees to imagine improved employment futures, but also engendered emotional satisfactions. What the trainees emphasized even more was love, in four distinct ways. First, there was 'object love' for the classic car. Second, love was evoked as repair reconnected them with 'authentic' younger selves. Third, love was claimed to be a prerequisite to do the work. Fourth, love mediated market relationships, connecting repairers and clients in a 'community of enthusiasm'. Our discussion contributes to studies of workplace emotions, which typically focus on feminized work, by showing how love also matters in experiences of masculine work. Identifying the attractions of repair, we also consider the liminal context of training and highlight the key conditions for the survival and growth of repair as paid 'good work'.

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“…Thomas (2011) brings geographical and psychoanalytic theory to bear on critiques of the trend of “banal” and celebratory multiculturalism visible in schools through analyzing how gender and racialized violence is constituted through schooling spaces and heteronormative relationships. Furthermore, new materialities (e.g., Coole & Frost, 2010; Taylor & Hughes, 2016), spatiality (Tamboukou, 1999), postcoloniality (Hughes, 2002), methodologies (Hughes & Lury, 2013), and affect (Åberg & Hedlin, 2015) offer new points of departure, while previous theoretical engagements persist.…”

Section: Ongoing Sites Of Researchmentioning

confidence: 99%

Gender and Education

Bailey

Graves

2016

Review of Research in Education

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The authors describe broad patterns and key developments in gender and education scholarship to provide an overview of the state of the field. They incorporate historical developments shaping research patterns, broad tensions and shifts, and emerging trajectories in inquiry. Cognizant that reviews are inherently political endeavors in both reflecting—and creating—“the field,” the authors suggest that reviews such as this one are inevitably partial and political, even as they provide useful insights into scholarly trends. The dynamic body of work that constitutes what the authors refer to as “gender and education” scholarship (writ large) encompasses diverse inquiries, theoretical investments, sites of analysis, and conceptions of gender that go beyond a straightforward reporting of women’s and girls’ gradual progress over time in accessing education. The authors argue that gender remains a central force in organizing social relations and educational processes with an array of implications for lived experience that merit sustained scrutiny.

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Happy objects, happy men? Affect and materiality in vocational training

Cited by 18 publications

References 14 publications

Introducing the object of learning in interaction: vocational teaching and learning in a plumbing workshop session

Introducing the object of learning in interaction: vocational teaching and learning in a plumbing workshop session

Repair work as good work: Craft and love in classic car restoration training

Gender and Education

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