| 21. |
- Broberg, Åsa, 1971-, et al.
(författare)
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Kvinnors yrkesutbildning: en osynlig historia
- 2022
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Ingår i: Å. Broberg, V. Lindberg & G-B. Wärvik (red). Kunskapstraditioner och yrkeskunnande: Kvinnors yrkesutbildning i historisk belysning. - Göteborg : Makadam. - 9789170613890
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Bokkapitel (refereegranskat)abstract
- Denna artikel handlar om hur utbildningar som historiskt riktades till kvinnor kom att formeras i förhållande till samhällelig utveckling. Den studerade tidsperioden sträcker sig från 1800-talet till efterkrigstidens framväxande välfärdsstat. Översiktligt behandlas tre huvudområden inom kvinnors yrkesutbildning: hushåll, textil och vård. Kapitlet ger en bild av de samhälleliga behov och motiv som utbildning för kvinnor blev en del av. Ett verksamhetsteoretiskt perspektiv synliggör kvinnors tidiga yrkesutbildningar som en viktig del i flera betydande samhällsprocesser, som fattigdomsbekämpning, arbetsmässig differentiering och socialpolitik. Kvinnors yrkesutbildning kan också kopplas till förskjutningar av ansvar för grundläggande behov från individen och kärnfamiljen till samhällsinstitutioner samt för produktion och privatekonomi i relation till samhällsekonomisk utveckling. Trots detta är det ett föga studerat område. Med denna ingång söker kapitlet, mot bakgrund av utredningar och befintlig forskning, föreslå nya utgångspunkter för en yrkesutbildningshistorisk forskning som i större utsträckning inkluderar kvinnors yrkesutbildning.
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| 22. |
- Broberg, Åsa, 1971-, et al.
(författare)
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Vocational Education for Women – An Invisible History
- 2022
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Ingår i: Vocational Education & Training Voices from Research. ; , s. 17-18
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The history of VET in the Nordic countries tends to either focus on education for male students only, or on the education of nurses, today part of higher education. The 1970s are mentioned as the time when women entered the labor market as a consequence of societal industries (kindergartens, hospitals). Early VET for male students was related to agricultural work, or to technology, industrial work, or craft. We argue that this also applies for early VET for women: their work within agriculture contributed significantly to the production and economic development in the society. In this paper we discuss how vocational educations, historically aimed at women, came to be shaped in relation to societal development. With analytical focus on societal motives and contradictions we will show how women’s VET significantly contributed to societal production and household finances but also how these educations were developed in relation to advancements within natural sciences and socioeconomic development. We use examples from three sectors: the domestic, textile, and the health care/social care sectors.
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| 23. |
- Broberg, Åsa, et al.
(författare)
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Women’s vocational education 1890–1990 in Finland and Sweden: the example of vocational home economics education
- 2021
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Ingår i: Journal of Vocational Education and Training. - : Informa UK Limited. - 1363-6820 .- 1747-5090. ; 73:2, s. 217-233
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Tidskriftsartikel (refereegranskat)abstract
- This article argues that women’s vocational education needs to be viewed in relation to the development of vocational education and training (VET) more broadly. The history of women’s VET is also a history of the term “women’s education” itself and how, almost a century after it was introduced, this term is hardly used. Instead, we see gendered vocations and vocational programmes that predominantly recruit women. The aim of this study is to investigate and compare the rise and fall of VET specifically targeting women in Finland and Sweden, in particular the kind of VET described in educational policy during the 20th century as education that was predestined for women. What societal motives underpinned the establishment and development of domestic education as VET? How can we understand the dismantling of education targeting women? Our primary sources are government inquiries concerning VET for women and previous research in this field. We argue that the reasons for the development of women’s VET reflect not only how certain social groups understood societal needs at the time, but that developing VET was a response to the increasingly significant but complex roles women played in the public arena.
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| 24. |
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| 25. |
- Choy, Sarojni, et al.
(författare)
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Considerations for the Integration of Students’ Experiences
- 2018
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Ingår i: S.Choy, G-B. Wärvik, V. Lindberg (Eds.). Integration of Vocational Education and Training Experiences. Purposes, Practices and Principles. - Singapore : Springer. - 1871-3041 .- 2213-221X. - 9789811088568 ; , s. 345-365
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Bokkapitel (refereegranskat)abstract
- Educational institutions are fundamentally designed for teaching and learning, whereas learning in workplaces remains a secondary function supported through engagement in routine and nonroutine work tasks, direct and indirect guidance and opportunities and accessibility to a range of work tasks to gain experience (Billett, Stud Contin Educ 23(1):19–35, 2001). Development of skilled workers demands that learning at educational institutions and in workplaces is well connected and integrated. Without deliberate efforts from teachers, guides, mentors or other actors to make connections between learning at different sites, students could likely remain ‘passive bystanders’ during scheduled practice periods in workplaces. It therefore becomes necessary to develop learners’ capacities to help mediate between the curriculum organised by their educational institutions and the curriculum situated in the everyday business of workplaces where they gain vocational experiences. Further to empowering learners to access and engage in learning, there are other considerations necessary for effective integration of learning in different sites. In this chapter we draw on the cases presented in Part II to propose broad considerations for integration around four imperatives: social-cultural arrangements, negotiated curriculum, the roles of stakeholders and learner preparedness. Imperatives and implications for students’ learning are discussed. In the summary of the chapter, we recapitulate the main ideas about supporting integration of learning in educational institutions and workplaces and stress the significance of a collective and reciprocal approach for integration.
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| 26. |
- Choy, Sarojni, et al.
(författare)
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Integration between school and work: developments, conceptions and applications
- 2018
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Ingår i: S. Choy, G-B. Wärvik and V. Lindberg (eds.). Integration of vocational education and training experiences. Purposes, practises and principles. - Singapore : Springer. - 1871-3041 .- 2213-221X. - 9789811088575 ; , s. 3-18
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Bokkapitel (refereegranskat)abstract
- Integration of students’ experiences in and between education institutions (as in schools, vocational colleges and universities) and workplaces, to develop vocational competence, is a central tenet of contemporary educational systems and provisions. Educational institutions and workplaces are no longer seen in isolation for pre-employment preparations as well as continuing development of the workforce. However, researchers (e.g. Onstenk J, Blokhuis F, Education + Training, 49(6):489–499, 2007; Billett S, Integrating practice-based experiences into higher education. Springer, Dordrecht, 2015) argue that the concept of ‘integration’ remains underdeveloped, both theoretically and conceptually. In this chapter we summarise some of the more general developments and complexities around integration of students’ learning experiences in schools and work sites. We discuss the historical intentions and progression of pedagogical means into curriculum design and delivery of vocational education to better prepare individuals as skilful and productive workers. The account here outlines conceptualisations and development of processes of integration as vocational education systems transformed in their manifestations, purposes and practices. Examples of different types of integration and typologies and their theoretical bases are summarised. We then outline examples of common applications, i.e. pedagogies and arrangements suited for integration. Three main units of analysis (individual, context and cultural and historical) are also introduced. While integration often has been an issue for two parties, school and workplace, students’ agency is also considered and given a foregrounded position here. An identified challenge in researching integration is to recognise agency intertwined with structure. The concluding section contends that the main aim of integration is to jointly interpret knowledge and knowing in the social cultural contexts of different settings and achieve a ‘common sense of mutuality’ (Edwards A, Revealing relational work. In Edwards (ed) Working relationally in and across practices. A cultural-historical approach to collaboration.
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| 27. |
- Choy, Sarojni, et al.
(författare)
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Integration of Vocational Education and Training Experiences Purposes, Practices and Principles
- 2018
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- This book draws on experiences from a range of vocational education systems in different nation states and re-examines the purpose of providing experiences outside educational institutions; the kinds and extent of those experiences; and efforts made to ensure the integration of students’ experiences across sites. Analyses of the various vocational education systems, their purposes and practices across nations, and challenges experienced by different stakeholders illustrate different approaches to the integration of learning at different sites. The book includes a consideration of what constitutes the integration and reconciliation of experiences, and their attendant educational implications. This extends an appraisal of the concepts of integration, reconciliation, curriculum and work readiness, each of which has a range of connotations. Integration or reconciliation is differentiated from transfer of learning, which is commonly based on simple assumptions that the educational institutions will provide theory and that the workplaces will provide practice from the workplaces, and that the two can be easily linked by students. The contributions from different nation states clearly demonstrate that integration is a collaborative process and requires the agency of stakeholders operating at global, national and specific learning site levels.
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| 28. |
- Christidis, Maria, 1982, et al.
(författare)
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Lärares samverkan för yrkeskunnande
- 2017
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Ingår i: Yrkesdidaktikens mångfald. - Stockholm : Lärarförlaget. - 9789188149213 ; , s. 139-154
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 29. |
- Christidis, Maria, 1982-, et al.
(författare)
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Lärares samverkan för yrkeskunnande : Engl. translation: Teachers’ Cooperation for Vocational Knowing
- 2017. - 1
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Ingår i: Yrkesdidaktikens mångfald. - Stockholm : Lärarförlaget. - 9789188149213
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Bokkapitel (populärvet., debatt m.m.)abstract
- Based on a study of curriculum integration in Swedish upper secondary education, at a Health and Social Care Programme (Christidis, 2014), the issue of this chapter is how general subjects can contribute to vocational knowing in the interaction between teachers and students. Inspired by an ethnographic approach, classroom observations, interviews and documents formed the data, and for the analysis concepts from activity theory were used. Main results were that teachers’ and students’ experiences used in teaching focused three actors’ perspectives: those of nurse-assistants’, patients’ and relatives’. These were expressed in subject specific as well as interdisciplinary teaching of general and vocational subjects. Using subject integration made it possible for both teachers and students to explore connections between the subjects. Furthermore, subject integration contributed to one of the main goals of the Health and Social Care Programme: to develop a holistic view of the human being.
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| 30. |
- Christidis, Maria, 1982-, et al.
(författare)
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Mathematics as an aspect of vocational knowing in animal caregiving, from a student perspective
- 2024
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier. - 2210-6561 .- 2210-657X. ; 45
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to explore whether and how students experience mathematics as an aspect of vocational knowing in the Swedish upper secondary Natural Resource Programme, in the orientation of animal care, and in the vocation. Data for the study comprised teacher's documented planning, student interviews, followed by a validation of the interviews. Data were initially analysed thematically. Thereafter, the themes were analysed with theoretical concepts from the theory of practice architectures (sayings, doings, and relatings), and interpreted in terms of characteristic arrangements (cultural-discursive, material-economic, and social-political). Themes identified in the student interviews were: 1) Vocational knowing in animal caregiving 2) Mathematics as vocational knowing 3) Mathematics as part of vocational language, and 4) Mathematics as a foundation subject. Sayings were also related to doings, because of the accessibility and character of data. It was evident that students recognized mathematics as an aspect of vocational knowing, but there was also a tension between this mathematics and for the school/as a foundation subject. Relatings represented the recurrent contexts of school, animal facilities, workplace learning but also laws and regulations for contemporary animal care. Further analysis was made to historical traces of previous education within the area and to political decisions.
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