| 1. |
- Broberg, Åsa, 1971-, et al.
(författare)
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Domestic education and technology – historical development of women´s (T)VET
- 2023
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Ingår i: Virtual abstracts JVET Conference 2023.
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Konferensbidrag (refereegranskat)abstract
- The history of VET in the Nordic countries tends to either focus on education for male students only, or on the professional higher education for women such as nurses. Even in the 21st century, the 1970s are mentioned as the time when women entered the labor market as a consequence of societal industries (kindergartens, hospitals). The aim for this paper is to complement the existing picture of VET as a purely male form for education, related to agriculture, industry/technology, craft and trading. A further aim is to describe VET for women that was closely related to a labor market for women that developed in the early 20th century. The concept of TVET suggests an even closer association to male vocational education as T stands for technical. In parallel to VET for male student, women’s VET developed in the fields household, caring, textile work and trading. In these areas technical development was a central but not an obvious part of women´s vocational education. For instance, new technical inventions like kitchen equipment for commercial kitchen and food industry, as well as for private households required transformation of knowledge. Historically, women’s work in these areas contributed significantly to the production and economic development in the society, but also to women's access to participation in the public. However, while the history of VET and TVET for male students has received extensive attention in research within various disciplines, VET for female students is scarcely researched and the technical aspects even more so. In this paper we explore the Swedish umbrella concept domestic education as a point of departure for a discussion of the multiple vocations that this concept represented and thereby also hid. We focus on how the different vocational educations within this area contributed to qualifying women for a labor market in transition: through expansion, differentiation and specialization, intertwined with technical development. This is in line with how cultural historical activity theory emphasizes that changes in tools and rules contribute to changing societal activities over time. This development shows how female competence contributed to societal development during the 20th century. We also argue that education for women in the 1970s was a consequence of changed relations between individuals, families and society that can be identified through analyzing the VET for women in the early 20th century.
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| 2. |
- Broberg, Åsa, et al.
(författare)
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Introduktion. Om kvinnors yrkesutbildning i samhällshistoriska sammanhang
- 2022
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Ingår i: Å. Broberg, V. Lindberg & G-B. Wärvik (red). Kunskapstraditioner och yrkeskunnande. Kvinnors yrkesutbildning i historisk belysning.. - : Makadam Förlag. - 9789170613890
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Bokkapitel (refereegranskat)abstract
- Ambitionen för antologin är att ge en bred bild av framväxten av yrkesutbildningar, framför allt i Sverige, vilka historiskt sett har dominerats av kvinnor. Antologin består av nio artiklar som beskriver grundläggande yrkesutbildningar för kvinnor inom områdena hushåll, textil, omvårdnad och estetik. Ett av kapitlen berör huslig yrkesutbildning inom en specifik finlandssvensk institution, Högvalla seminarium och husmodersskola. Den forskning som finns om kvinnors yrkesutbildning i Sverige domineras av studier av högskolans olika professionsutbildningar, såsom sjuksköterskeutbildningar och folk-/grundskolelärarutbildningar. Kännetecknande för den är disciplinärt bred och återfinns inom till exempel didaktik, ekonomi/ekonomisk historia, kulturvetenskap, modevetenskap och pedagogik. Vad gäller Finland finns det en del studier av den grundläggande yrkesutbildningens framväxt. Dessa studier gäller främst finskspråkiga sammanhang. Dessa studier har utgjort viktiga källor för författarna i den här antologin. Syftet för det inledande kapitlet är att skapa ett sammanhang för antologin genom att belysa dels flickornas andel i tidig yrkesutbildning, dels bredden i det kunnande som – i Sverige – ryms under det breda paraplyet huslig utbildning. Utöver detta ges en kort sammanfattande presentation av vart och ett av de nio artiklarna.
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| 3. |
- 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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| 4. |
- 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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| 5. |
- 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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| 6. |
- 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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| 7. |
- 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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| 8. |
- 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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| 9. |
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| 10. |
- Fejes, Andreas, 1977-, et al.
(författare)
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Yrkesdidaktisk forskning in i framtiden
- 2017
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Ingår i: A. Fejes, V. Lindberg & G-B Wärvik (red). Yrkesdidaktikens mångfald. - Stockholm : Lärarförlaget. - 9789188149213 ; , s. 269-275
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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