Interrupting psychological management of youth training

Brunila, Kristiina

doi:10.1080/20004508.2019.1624458

Cited by 6 publications

(11 citation statements)

References 27 publications

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“…Interpreting the results support in their professional development (Louw, 2013). Brunila (2019) argues that if societal power relations are to be taken seriously, there should be continuous awareness of discursive practices through which young people speak and understand themselves and are spoken of and understood by others.…”

Section: Discussionmentioning

confidence: 99%

Interaction between students and class teachers in vocational education and training: ‘Safety distance is needed’

Ryökkynen

Pirttimaa²,

Kontu³

2020

NJVET

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Interaction between students and teachers is fundamental and has therefore been widely studied in education. However, there have been few studies on intensive special support being provided to vocational education and training (VET) students. Firstly, the focus of this article is on students' perceptions of interactions with their class teachers. Students (aged 17-34 years) from four Finnish vocational institutions providing intensive special support were interviewed. According to the findings, the demands students placed on their class teachers and for interactions with them were modest and their perceptions of both were favourable. Interactions seemed to be study-orientated and class teachers behaved as active initiators, with students echoing their opinions. Students' narratives excluded future career plans, talking about students' strengths or future ambitions or dreams. Secondly, the aim of this study is to review Finnish VET critically. In the reformed VET system, competence-based orientation emphasises individual guidance and support. Therefore, as the dialogue between teacher and student seems to enable successful trajectories, it is essential to make this apparent. Part of education's larger purpose is to make room for students' voices and interpretations during their study, which includes both acquiring qualifications to undertake certain work, and subjectification as an empowering element and socialisation of the social, cultural and political order.

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Section: Discussionmentioning

confidence: 99%

Interaction between students and class teachers in vocational education and training: ‘Safety distance is needed’

Ryökkynen

Pirttimaa²,

Kontu³

2020

NJVET

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“…Through this kind of discursive practice, they implicitly confirmed societal power relations, where a student with special needs is appraised as unsuitable for a certain working environment (Brunila, 2019). For the student, this manifested itself as limited opportunities and narrowed social inclusion: how one understands oneself in relation to the others.…”

Section: Discussionmentioning

confidence: 94%

“…It is known that VET students look to their teachers for active support in their professional development (Louw, 2013). Brunila (2019) argues that if societal power relations are to be taken seriously, there should be continuous awareness of discursive practices through which young people speak and understand themselves and are spoken of and understood by others.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2020

NJVET

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Another issue of the Nordic Journal of Vocational Education and Training, NJVET, is finalised! This is the first issue with a partly new editorial group, and we are happy to continue the development of the journal together. Eight peer-reviewed research articles means that this is the most comprehensive issue of our journal this far. Seven of the present articles are written in English and one in Danish. This means good opportunities for readers from beyond the Nordic countries to take part of Nordic VET research. And, if you are not familiar with the Nordic languages, we want to point out that even our articles that are written in Danish, Norwegian, or Swedish, always have an English abstract, English keywords, and an English translation of the title. There through, all our authors make their contribution to the area of VET research in general, but particularly to the Nordic VET research.

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“…The promise of behavioural and life sciences is that they enable recognition of the central role of behavioural, psychic, emotional, neurological and affective responses such as learning or behaviour difficulties to be overcome. This way the behavioural and life sciences take part in governing through aspects of behaviour that have previously been seen as insignificant, hard to reach or unknowable (Brunila, 2020; Whitehead et al, 2018).…”

Section: Drawing the Line(s) Of Changing Education Governance Towards...mentioning

confidence: 99%

“…Recently, the measurable efficiency does not only concentrate on the learning process itself, but also on different emotional, behavioural and psychological factors that are assumed to have an effect on learning processes and thus contribute to certain outcomes in behaviour and learning (Brunila, 2020; Ecclestone, 2017; Whitehead et al, 2018). Concepts, such as social and emotional learning (SEL), provide scientific evidence on how different personality traits based on ideological underpinnings, are rapidly expanding across contemporary education policies and practices all over the world.…”

Section: Drawing the Line(s) Of Changing Education Governance Towards...mentioning

confidence: 99%

Educating for the future? Mapping the emerging lines of precision education governance

Mertanen

Vainio

Brunila

2021

Policy Futures in Education

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Managing the future has become one of the major focuses of global governance in education. In its current mode, education seems unable to answer the needs and interests of the market and future megatrends, such as globalisation and digitalisation. Calls for precision education to introduce the usage of digital platforms, artificial intelligence in education, and knowledge from the behavioural and life sciences are getting a foothold in widening powerful networks of strengthening global governance and EdTech business. By bringing together some of the emerging changes in education governance, in this article we argue for a new constitution of governance, precision education governance. Precision education governance combines three overlapping and strengthening lines of governance: (i) global governance of education, (ii) marketisation, privatisation and digitalisation, and (iii) behavioural and life sciences as the basis for managing the future education. In the article, we highlight the importance in bringing these so far separately studied lines together to understand how they shape the aims and outcomes of education, knowledge and understanding of human subjectivity more thoroughly than before.

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Interrupting psychological management of youth training

Cited by 6 publications

References 27 publications

Interaction between students and class teachers in vocational education and training: ‘Safety distance is needed’

Interaction between students and class teachers in vocational education and training: ‘Safety distance is needed’

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Educating for the future? Mapping the emerging lines of precision education governance

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