Socialisation and citizenship preparation in vocational education: Pedagogic codes and democratic rights in VET-subjects

Abstract

Previous studies of citizenship preparation in upper secondary school, including studies on vocational programmes, have primarily focused on general subjects. Potential and actual roles of vocational subjects in this context have received little attention, so we have little knowledge of what is likely a significant part of the citizenship preparation that occurs in vocational programmes. Drawing on the work of Basil Bernstein and ethnographic data, this study presents an analysis of socialisation processes in vocational elements of three vocational programmes in Swedish upper secondary school. The analysis addresses the formation of pedagogic codes in various vocational programmes and subjects, and how these codes condition students' practice of citizenship at individual, social and political levels. The results show how different pedagogic codes have different implications for the students' practice of citizenship, and thus raise questions about factors and processes that may either constrain or strengthen, this aspect in vocational subject classes. The focal problem and purpose of the study There is a long history of differentiation in education, that prepares young people from different class backgrounds for unequal future life chances and experiences and channels them into very different positions in society and the division of labour (Bernstein 2000; Bourdieu and Passeron 1970). Vocational education, in Sweden and elsewhere, is embedded and plays key roles in such contexts by primarily attracting working-class students and socializing them for working-class jobs. However, part of the mission of modern mass educational systems in liberal democracies is to foster formally equal citizens by promoting reproduction of essential conditions for democratic governance. The tension between these two processes highlights the importance of raising and addressing questions about citizenship preparation in education, particularly in contexts such as vocational programmes.

Knowledge in VET curricula and power in society and labour market Policy and practice: demands-based and employer-driven Swedish higher vocational education

“…In addition, the work of Swedish researchers Nylund, Rosvall, Ledman and Rönnlund has been crucial in facilitating a better understanding of the Bernsteinian concepts through their applications of these ideas in contexts that are familiar to me. Their work also showcase how the analytical concepts and perspective chosen for this thesis are relevant to studies within the Swedish educational context (Ledman, Rosvall, & Nylund, 2018;Nylund, 2013;Nylund, Ledman, Rosvall, & Rönnlund, 2020;Nylund & Rosvall, 2016Nylund et al, 2018;Nylund et al, 2017;Rönnlund et al, 2019). Additionally, the argument made by Singh, Thomas, and Harris (2013), that the Bernsteinian analytical concepts contribute to critical education policy analyses, reassured me that the framework could be used in a study of policy as well as of practice.…”

“…The consequences for students when employers have the power to shape the training of their own workers, as they do in HVE, are twofold. Firstly, because the training is formed to meet employers' production needs, the curricula overlook knowledge that enables autonomous reflection and critical thinking (Nylund et al, 2020;Nylund & Rosvall, 2016;Rönnlund et al, 2019;Wheelahan, 2007Wheelahan, , 2015. The intended curricula for Swedish demands-based and employer-driven HVE do not include knowledge that supports the kind of influence in conversations or controversies that is necessary for full democratic inclusion and participation in civic practice.…”

Being and becoming a female student and worker in gendered processes of vocational education and training

“…Time and pace were outside the students' control, and the activities fostered a collective identity (cf. Nylund et al 2019). In one of the classes, the boys in the class were not high-performing, and a group of five to seven of the girls both performed better than the rest of the class in the kitchen and (interestingly) performed 'personal' activities in school.…”

Learning about Students’ Receiving Special Educational Support Experiences of Qualification, Socialization and Subjectification in Finnish Vocational Education and Training: A Narrative Approach

“…Thirdly, subjectification and socialization were emphasized in the participants' narratives. Quite the opposite has been raised in earlier studies [28,52], as qualification has often been appraised as one of the major functions of VET, which means preparing students with skills appropriate for both the world of work and for citizenship. It seems that schools are emphasizing academic and vocational achievement instead of developing students' competencies to manage their careers [42,43,47,48], whereas students with special educational needs emphasize their personal subjective growth.…”

“…Earlier studies have also indicated that schools are mostly helping their students in their academic achievement and not in developing competencies to manage their own careers [42,43,47,48]. Furthermore, previous research has tended to focus on the VET teachers' position in VET and correspondingly on pedagogical practices [49][50][51][52][53].…”