Qualities of instructional-learning episodes in different domains: The subjects Care and Technology

Volman, Monique; Dam, G.T.M. ten

doi:10.1080/00220270050116950

Cited by 10 publications

(8 citation statements)

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“…Every development and all learning contribute, at least ideally, to the functioning of students in society and are thus social development and social learning. In the study discussed in this article, however, we used the term social competence in the specific sense of the learning outcomes aspired to in what we call the "social domain" (Volman & ten Dam, 2000). This refers to the totality of knowledge, skills, and attitudes in relation to a person's social and affective functioning, the interactions between people and the influence on these of the structure and organization of society, and the values that play a role in this that are necessary to participate adequately in society.…”

Section: Social Competence and The Moral Task Of Educationmentioning

confidence: 99%

A Life Jacket or an Art of Living: Inequality in Social Competence Education

Dam

Volman

2003

Curriculum Inquiry

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General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. ABSTRACTAfter a period in which the emphasis in education was on "the basics," increasing attention has been paid at the turn of the century to the "moral task of education" in the Netherlands. Schools are not only expected to prepare students for further education and/or the labour market but also for participating in society in the broadest sense, for example, in politics, care, and culture. In this article we will focus on one aspect of students' development as a task of the school, namely, the furthering of students' social competence. Six case studies were conducted in which projects aimed at social competence were analysed in general secondary education and prevocational education. The results show that in the general secondary education projects the emphasis was on the meaning of changes in society for students and the contribution they can make to such changes (social competence in education as an "art of living"). The prevocational education projects focused on improving the chances of students at school and in society by developing aspects of social competence that they have not acquired at home or earlier in their school careers, such as self-confidence and social and communicative skills (social competence as a "life jacket"). We interpret these different focuses in terms of the production and reproduction of social inequality and discuss how such reproduction processes can be countered in the context of educating for social competence.

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Section: Social Competence and The Moral Task Of Educationmentioning

confidence: 99%

A Life Jacket or an Art of Living: Inequality in Social Competence Education

Dam

Volman

2003

Curriculum Inquiry

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“…However, that same holds true for the boys (no interactions between gender and condition were found) 2 The subjects Technology and Information and computer literacy are well known in many countries, Care, however, is less common. The Dutch subject Care is based on the traditional subjects home economics and health education, which are modernized and expanded to include topics such as relationships, the environment, leisure and (un)paid work (see Ten for a detailed description).. 3 This study was part of a larger project focusing on learning processes in the subjects Care and Technology (Volman & Ten Dam, 2000). This part of the study focused on the question how social identities structure the learning processes of students in the subjects Care and Technology.…”

Section: Discussion: the Pedagogical Spacementioning

confidence: 99%

Making Sense Through Participation

2004

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Abstract. In this chapter we discuss the issue of social differences in relation to learning. In theories on co-operative learning or collaborative learning social differences are treated as characteristics of individual learners. The focus on learning as a social process is primarily elaborated in terms of interaction between pupils and the combined construction of knowledge. Sociocultural theory (Vygotsky, Lave & Wenger), however, understands 'social' not only in terms of knowledge/meaning being constructed in interaction with others, but also in terms of the cultural practices/activities informing these interaction processes. Learning can be understood as increasing participating in communities of practice. As social differences are an intrinsic part of the culture in which students are learning to participate, these are also an inherent aspect of learning processes in schools. Students learn to participate in practices in different ways, depending on their social position, and thus develop distinguished cultural identities. In this chapter we elaborate on this tenet, using examples from various empirical research projects on learning in secondary education. We not only show how social differences in the cultural practices that underpin learning influence what is learned by whom, but also explore the consequences of this perspective for the pedagogical space of the school.. INTRODUCTIONStudents have been working in groups on an assignment in a technology lesson. They were supposed to make a bridge construction. Afterwards the fourteen year old students comment on the process:Rose: 'Well, the group that did best, were really clever at it. They had chosen their materials really well, their bridge could carry 36 kilos, and that's quite a lot. They did have two girls in that group but they didn't do as much as the boys. The boys were much quicker in seeing what to do. They did it just like that, don't ask me how, but their bridge could really carry a lot, quite smart of them, actually. I couldn't do it.'Dennis: 'The girls weren't interested at all when we started, but now some are beginning to get interested. They like it when you help them. There are things that they don't know, that you have to explain to them. But the simple things, when they realise that it can be fun, then they find it nice. They are rummaging a bit together, and when it all works more or less, they find it fun. Now they start to apply things that they learned last year, but at the time they didn't want to participate … thought they couldn't do it, and the teacher was busy helping the girls all the time.'More and more educational theories emphasise that learning is not an individual but a social process, and that explicitly making use of the social dimension of learning processes, for instance by introducing group work, fosters learning (Van der Linden, Erkens, Schmidt & Renshaw, 2000). In the learning situations sketched above, plenty of social processes are going on: intended and unintended processes, processes that foster learning and pro...

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“…'Less attention is paid to thinking about the possible consequences of technological developments in present-day society and to tackling problems independently, which makes demands on students' resourcefulness.' Objectives requiring considerable knowledge and insight were paid little attention in pre-vocational education (see also Eijkelhof et al, 1998, andVolman &ten Dam, 2000). In addition to a difference at school level, there is a striking difference at student level, i.e.…”

Section: The Subjects Care and Technology In The Dutch Common Curriculummentioning

confidence: 99%

“…Care and Technology are subjects in which the connection with the cultural practices from which they are derived is more visible than in most other school subjects, which was considered favourable for students in pre-vocational education 862 M. Volman and G. ten Dam who were expected to easily identify with the subject matter (Volman & ten Dam, 2000). However, representing social practices in the school also provides a point of entry for social differences.…”

Section: Marcellamentioning

confidence: 99%

Learning and the development of social identities in the subjects Care and Technology

Volman¹,

Dam²

2007

British Educational Res J

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This article discusses the way in which social identities structure the learning processes of students in two subjects in the Dutch secondary school curriculum—Care and Technology. It analyses interviews with 23 students and their teachers with a view to explaining the disappointing results in these subjects in terms of breaking through gender and class‐related preferences and learning outcomes. The subjects Care and Technology refer to social practices with which groups of students identify in different ways. On the other hand, students also appear to make active use of these subjects in their identity development. The authors argue for explicitly combining the notion that learning is peripheral participation in social practices with analyses of the power relationships that structure those practices. Also, the question should be addressed of how the relative autonomy of the school can be used for organizing learning experiences in such a way that the constraints of social position and identity are reduced, and the restrictive character of social identities is challenged.

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Qualities of instructional-learning episodes in different domains: The subjects Care and Technology

Cited by 10 publications

References 11 publications

A Life Jacket or an Art of Living: Inequality in Social Competence Education

A Life Jacket or an Art of Living: Inequality in Social Competence Education

Making Sense Through Participation

Learning and the development of social identities in the subjects Care and Technology

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