Tensions in the Canadian Apprenticeship Sector: Rethinking Bourdieu's Analysis of Habitus, Field, and Capital

Abstract

The authors explore governance and related policies that shape Canada's vocational education and training (VET) system and trends that have the potential to fundamentally change accepted practices. The conceptual framework derived from Bourdieu's theoretical concepts of field, habitus, and capital is applied to the description of Canada's apprenticeship system within its particular political, economic and social contexts and current power relations. The authors further contemplate how policy changes may be undermining this system and negatively influencing individuals' work and learning opportunities. Lastly, proposed policy directions for Canada's apprenticeship system are critically examined.

Towards a relational understanding of teacher autonomy: The role of trust for Canadian and Finnish teachers

“…Over the last three decades in the Canadian province of Quebec (education in Canada is managed on the provincial and territorial level (Watt-Malcolm and Barabasch, 2010)), the reduced teaching time coupled with incoherence in the system caused by overlapping reforms has induced an increase in accountability (Tardif, 2013). Scholars, the media and, consequently, parents have felt increasingly entitled to contest the pedagogy used by teachers, which perpetuates uncertainty towards teachers’ expertise.…”