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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Umeå School of Education, Umeå University
2022
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ftunivturku:oai:www.utupub.fi:10024/162645 2023-05-15T16:50:19+02:00 The academic–vocational divide in three Nordic countries: implications for social class and gender Anna-Maija Niemi & Guðrún Ragnarsdóttir Ann-Sofie Holm Per-Åke Rosvall Mattias Nylund Ulpukka Isopahkala-Bouret Elsa Eiríksdóttir kasvatustieteiden laitos, Department of Education 2604100 2022-10-28T13:04:45Z 121 97 https://www.utupub.fi/handle/10024/162645 en eng Umeå School of Education, Umeå University Sweden Ruotsi SE 9 10.1080/20004508.2018.1424490 Education Inquiry 1 https://www.utupub.fi/handle/10024/162645 URN:NBN:fi-fe2021042821075 2000-4508 2022 ftunivturku 2022-11-03T00:00:35Z 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. Other/Unknown Material Iceland University of Turku: UTUPub |
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University of Turku: UTUPub |
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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. |
author2 |
kasvatustieteiden laitos, Department of Education 2604100 |
author |
Anna-Maija Niemi & Guðrún Ragnarsdóttir Ann-Sofie Holm Per-Åke Rosvall Mattias Nylund Ulpukka Isopahkala-Bouret Elsa Eiríksdóttir |
spellingShingle |
Anna-Maija Niemi & Guðrún Ragnarsdóttir Ann-Sofie Holm Per-Åke Rosvall Mattias Nylund Ulpukka Isopahkala-Bouret Elsa Eiríksdóttir The academic–vocational divide in three Nordic countries: implications for social class and gender |
author_facet |
Anna-Maija Niemi & Guðrún Ragnarsdóttir Ann-Sofie Holm Per-Åke Rosvall Mattias Nylund Ulpukka Isopahkala-Bouret Elsa Eiríksdóttir |
author_sort |
Anna-Maija Niemi & Guðrún Ragnarsdóttir |
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 |
Umeå School of Education, Umeå University |
publishDate |
2022 |
url |
https://www.utupub.fi/handle/10024/162645 |
genre |
Iceland |
genre_facet |
Iceland |
op_relation |
9 10.1080/20004508.2018.1424490 Education Inquiry 1 https://www.utupub.fi/handle/10024/162645 URN:NBN:fi-fe2021042821075 2000-4508 |
_version_ |
1766040480187940864 |