The academic–vocational divide in three Nordic countries: implications for social class and gender
In this study we examine how the academic–vocational divide is manifested today in Finland, Iceland and Sweden in the division between vocationally (VET) and academicallyoriented programmes at the upper-secondary school level. The paper is based on a critical re-analysis of results from previous stu...
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ftdoajarticles:oai:doaj.org/article:ba2011351bcb4852a043f76e58d3e15b 2023-05-15T16:50:45+02:00 The academic–vocational divide in three Nordic countries: implications for social class and gender Mattias Nylund Per-Åke Rosvall Elsa Eiríksdóttir Ann-Sofie Holm Ulpukka Isopahkala-Bouret Anna-Maija Niemi Guðrún Ragnarsdóttir 2018-01-01T00:00:00Z https://doi.org/10.1080/20004508.2018.1424490 https://doaj.org/article/ba2011351bcb4852a043f76e58d3e15b EN eng Taylor & Francis Group http://dx.doi.org/10.1080/20004508.2018.1424490 https://doaj.org/toc/2000-4508 2000-4508 doi:10.1080/20004508.2018.1424490 https://doaj.org/article/ba2011351bcb4852a043f76e58d3e15b Education Inquiry, Vol 9, Iss 1, Pp 97-121 (2018) Vocational education social class gender policy curriculum educational praxis Education (General) L7-991 article 2018 ftdoajarticles https://doi.org/10.1080/20004508.2018.1424490 2022-12-31T13:50:40Z In this study we examine how the academic–vocational divide is manifested today in Finland, Iceland and Sweden in the division between vocationally (VET) and academicallyoriented programmes at the upper-secondary school level. The paper is based on a critical re-analysis of results from previous studies; in it we investigate the implications of this divide for class and gender inequalities. The theoretical lens used for the synthesis is based on Bernstein´s theory of pedagogic codes. In the re-analysis we draw on previous studies of policy, curriculum and educational praxis as well as official statistics. The main conclusions are that contemporary policy and curriculum trends in all three countries are dominated by a neo-liberal discourse stressing principles such as “market relevance” and employability. This trend strengthens the academic–vocational divide, mainly through an organisation of knowledge in VET that separates it from more general and theoretical elements. This trend also seems to affect VET students’ transitions in terms of reduced access to higher education, particularly in male-dominated programmes. We also identify low expectations for VET students, manifested through choice of textbooks and tasks, organisation of teacher teams and the advice of career counsellors. Article in Journal/Newspaper Iceland Directory of Open Access Journals: DOAJ Articles Education Inquiry 9 1 97 121 |
institution |
Open Polar |
collection |
Directory of Open Access Journals: DOAJ Articles |
op_collection_id |
ftdoajarticles |
language |
English |
topic |
Vocational education social class gender policy curriculum educational praxis Education (General) L7-991 |
spellingShingle |
Vocational education social class gender policy curriculum educational praxis Education (General) L7-991 Mattias Nylund Per-Åke Rosvall Elsa Eiríksdóttir Ann-Sofie Holm Ulpukka Isopahkala-Bouret Anna-Maija Niemi Guðrún Ragnarsdóttir The academic–vocational divide in three Nordic countries: implications for social class and gender |
topic_facet |
Vocational education social class gender policy curriculum educational praxis Education (General) L7-991 |
description |
In this study we examine how the academic–vocational divide is manifested today in Finland, Iceland and Sweden in the division between vocationally (VET) and academicallyoriented programmes at the upper-secondary school level. The paper is based on a critical re-analysis of results from previous studies; in it we investigate the implications of this divide for class and gender inequalities. The theoretical lens used for the synthesis is based on Bernstein´s theory of pedagogic codes. In the re-analysis we draw on previous studies of policy, curriculum and educational praxis as well as official statistics. The main conclusions are that contemporary policy and curriculum trends in all three countries are dominated by a neo-liberal discourse stressing principles such as “market relevance” and employability. This trend strengthens the academic–vocational divide, mainly through an organisation of knowledge in VET that separates it from more general and theoretical elements. This trend also seems to affect VET students’ transitions in terms of reduced access to higher education, particularly in male-dominated programmes. We also identify low expectations for VET students, manifested through choice of textbooks and tasks, organisation of teacher teams and the advice of career counsellors. |
format |
Article in Journal/Newspaper |
author |
Mattias Nylund Per-Åke Rosvall Elsa Eiríksdóttir Ann-Sofie Holm Ulpukka Isopahkala-Bouret Anna-Maija Niemi Guðrún Ragnarsdóttir |
author_facet |
Mattias Nylund Per-Åke Rosvall Elsa Eiríksdóttir Ann-Sofie Holm Ulpukka Isopahkala-Bouret Anna-Maija Niemi Guðrún Ragnarsdóttir |
author_sort |
Mattias Nylund |
title |
The academic–vocational divide in three Nordic countries: implications for social class and gender |
title_short |
The academic–vocational divide in three Nordic countries: implications for social class and gender |
title_full |
The academic–vocational divide in three Nordic countries: implications for social class and gender |
title_fullStr |
The academic–vocational divide in three Nordic countries: implications for social class and gender |
title_full_unstemmed |
The academic–vocational divide in three Nordic countries: implications for social class and gender |
title_sort |
academic–vocational divide in three nordic countries: implications for social class and gender |
publisher |
Taylor & Francis Group |
publishDate |
2018 |
url |
https://doi.org/10.1080/20004508.2018.1424490 https://doaj.org/article/ba2011351bcb4852a043f76e58d3e15b |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Education Inquiry, Vol 9, Iss 1, Pp 97-121 (2018) |
op_relation |
http://dx.doi.org/10.1080/20004508.2018.1424490 https://doaj.org/toc/2000-4508 2000-4508 doi:10.1080/20004508.2018.1424490 https://doaj.org/article/ba2011351bcb4852a043f76e58d3e15b |
op_doi |
https://doi.org/10.1080/20004508.2018.1424490 |
container_title |
Education Inquiry |
container_volume |
9 |
container_issue |
1 |
container_start_page |
97 |
op_container_end_page |
121 |
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1766040860036694016 |