Reflections on the emancipatory potential of vocational education and training practices: Freire and Rancière in dialogue

Porres, Gisselle Tur; Wildemeersch, Danny; Simons, Maarten

doi:10.1080/0158037x.2014.904783

Cited by 17 publications

(12 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the arguments of both authors, there is no direct reference to the work of this Brazilian educator. However, indirectly the concept of poor pedagogy clearly expresses scepticism about interpretations of Freire that envision grand perspectives of transformation, both regarding the individual learner and society at large (see also: Tur Porres, Wildemeersch, & Simons, 2014). And, in line with Freire, both authors emphasize the importance of engaging in practice while 'shifting to the immediate' (Fenwick) that is present in the concrete dialogic encounter, rather than relying too strongly on sophisticated instruments and frameworks.…”

Section: Redefining Emancipatory Pedagogy As 'Poor Pedagogy'mentioning

confidence: 92%

Adult and community education in complex societies: reconsidering critical perspectives

Wildemeersch

2014

International Journal of Lifelong Education

Self Cite

View full text Add to dashboard Cite

In this contribution, I explore how critical pedagogical perspectives can inspire adult and community education practices. The central argument is that today, in contrast with the heydays of emancipatory practices and theories, the classical critical approaches need reconsideration. The paper explores how these approaches sometimes have a stultifying effect on the participants in practice. In line with the French philosopher Rancière, a perspective is explored that departs from emancipated participants rather than from participants in need of emancipation. The theoretical investigation is inspired by reflections on art practices that struggle with similar questions on emancipation as the field of adult and community education.That we live in complex societies today is the least one can say. Needless to say that, the current financial and economic crisis has dramatic consequences for many people living in the 'welfare societies'. Many countries still struggle to save their banking system and keep the state finances in balance. This happens often at the expense of the ordinary person in the street threatened with unemployment and income decrease, who has limited arms to resist to, what I consider, the pressures of the financial elites. In the beginning of the 1970s, there was still great optimism about how progress could be organized so as to achieve the reduction of poverty, to arrive at a fair redistribution of incomes and opportunities and to organize collective welfare in countries that were freeing themselves from dictatorial or colonizing regimes. This created a wave of optimism about the so-called 'manufacturability' of society, also in the fields of education, welfare and culture. Criticism and optimism were in the air, though we were then already approaching the end of the 'trente glorieuses' (the glorious thirty years), a period of unequalled economic growth and increased welfare for the common person and the elites in western societies.Tony Judt, in his inspiring book on the rise and fall of the welfare society (2010), describes how in the United States and in Europe, the period between Danny Wildemeersch is an emeritus professor of social and cultural pedagogy of the university of Leuven (Belgium).

show abstract

Section: Redefining Emancipatory Pedagogy As 'Poor Pedagogy'mentioning

confidence: 92%

Adult and community education in complex societies: reconsidering critical perspectives

Wildemeersch

2014

International Journal of Lifelong Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…However, we know very little about this didactic dilemma (Liljestrand, 2014) or about how the balance between what exists and what has yet to exist is dealt with in school. Accordingly, we know even less about the way this didactic balance operates in a vocational educational context and the individual subjects that it comprises (Tur Porres et al, 2014).…”

Section: The Perspective Of the Teaching Professional And The Teacher's Obligation In Vocational Education And Teaching (Vet) Practicesmentioning

confidence: 99%

“…As already indicated, researchers' interest is often directed towards how different types of regulatory discourses both shape and limit the interaction between teacher and student (Ledman et al, 2018). Research on vocational education in the third world has tended to place the liberation of the individual at the centre and in contrast to citizenship education, has instead focused on issues relating to autonomy, financial security, and the socially inclusive potential of professional knowledge itself (Lin, 2017;Tur Porres et al, 2014).…”

Section: Previous Researchmentioning

confidence: 99%

See 1 more Smart Citation

More than a matter of qualification: Teachers’ thoughts on the purpose of social studies and history teaching in vocational preparation programmes in Swedish upper-secondary school

Persson

Berg

2021

Citizenship, Social and Economics Education

View full text Add to dashboard Cite

The aim of this article is to increase our understanding of how history and social studies teachers in vocational preparation programmes (VET) in Sweden relate to the obligation of preparing students for their future lives as citizens. Previous research on VET programmes has primarily emphasised predetermined roles of education. Different critical perspectives have established how different VET practices contribute to reproducing specific values and a type of knowledge that leaves less room for students to act as independent subjects. In part, the findings of this article contribute to problematising such a description. In a series of interviews, teachers expressed what can best be described as a clear will to prepare students for a future as broadminded and tolerant citizens. The multi-perspective approach emphasised by these teachers not only illustrates the socialisation and qualification functions of education, it also gives prominence to the importance of student subjectification. Furthermore, this article stresses that the teachers do not view the question of the purpose of their subjects in terms of either/or. Rather, it suggests they see their obligations as a matter of professional judgment and customised responses to unique didactic situations.

show abstract

“…The work of Rancière has become increasingly popular in educational literature, particularly literature concerned with education and democracy (e.g. Bingham & Biesta, 2010;Galloway, 2012;Pelletier, 2009;Porres, Wildemeersch, & Simons, 2014;Simons & Masschelein, 2010). This literature makes an important contribution in the critique of the notion of knowledge as necessarily emancipatory by directing attention to the ways power is exercised in and through pedagogical practices.…”

Section: It Is the Non-hierarchical Knowledge Relationship And What This Makes Possiblementioning

confidence: 99%

A tentative return to experience in researching learning at work

Harman

2017

Studies in Continuing Education

View full text Add to dashboard Cite

This paper explores possibilities for more democratic approaches to researching learning in and through everyday workplace practices. This links with a concern with who is able to speak in representations of learning at work, what is able to be spoken about and how knowing, learning and experience are inscribed in theories of workplace learning. I propose that Rancière's notion of 'the distribution of the sensible', which draws attention to an aesthetic dimension of experience, knowledge and politics, provides a useful way of exploring learning in and through everyday workplace practices. The approach points to the possibility of knowledge without hierarchies and a shift from a knowledgeignorance binary. An understanding of experience as aesthetic enables accounts of learning which counter the story of destiny in literature on learning in and through everyday practice. It also points to a very different way of doing academic research. The presupposition of equality is the point of departure in this approach and the purpose of research is the verification of equality (rather than the verification of oppression). The paper makes a significant contribution to literature on learning in and through everyday workplace practices by disrupting a prevailing view that knowledge is necessarily tied to identity.

show abstract

Reflections on the emancipatory potential of vocational education and training practices: Freire and Rancière in dialogue

Cited by 17 publications

References 21 publications

Adult and community education in complex societies: reconsidering critical perspectives

Adult and community education in complex societies: reconsidering critical perspectives

More than a matter of qualification: Teachers’ thoughts on the purpose of social studies and history teaching in vocational preparation programmes in Swedish upper-secondary school

A tentative return to experience in researching learning at work

Contact Info

Product

Resources

About