Opin vísindi

The academic–vocational divide in three Nordic countries: implications for social class and gender

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dc.contributor Háskóli Íslands
dc.contributor University of Iceland
dc.contributor.author Nylund, Mattias
dc.contributor.author Rosvall, Per-Åke
dc.contributor.author Eiriksdottir, Elsa
dc.contributor.author Holm, Ann-Sofie
dc.contributor.author Isopahkala-Bouret, Ulpukka
dc.contributor.author Niemi, Anna-Maija
dc.contributor.author Ragnarsdóttir, Guðrún
dc.date.accessioned 2019-04-17T12:26:23Z
dc.date.available 2019-04-17T12:26:23Z
dc.date.issued 2018-01-02
dc.identifier.citation Nylund, M., Rosvall, P.-Å., Eiríksdóttir, E., Holm, A.-S., Isopahkala-Bouret, U., Niemi, A.-M., & Ragnarsdóttir, G. (2018). The academic–vocational divide in three Nordic countries: implications for social class and gender. Education Inquiry, 9(1), 97-121. doi:10.1080/20004508.2018.1424490
dc.identifier.issn 2000-4508
dc.identifier.uri https://hdl.handle.net/20.500.11815/1118
dc.description Publisher's version (útgefin grein)
dc.description.abstract 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.
dc.description.sponsorship This work was supported by NordForsk, the Nordic Centre of Excellence “Justice through Education in the Nordic Countries” [grant number 57741].
dc.format.extent 97-121
dc.language.iso en
dc.publisher Informa UK Limited
dc.relation.ispartofseries Education Inquiry;9(1)
dc.rights info:eu-repo/semantics/openAccess
dc.subject Vocational education
dc.subject Social class
dc.subject Gender
dc.subject Policy
dc.subject Curriculum
dc.subject Educational praxis
dc.subject Menntun
dc.subject Verkmenntun
dc.subject Þjóðfélagsstéttir
dc.subject Kynferði
dc.subject Menntastefna
dc.subject Námskrár
dc.title The academic–vocational divide in three Nordic countries: implications for social class and gender
dc.type info:eu-repo/semantics/article
dcterms.license This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
dc.description.version Peer Reviewed
dc.identifier.journal Education Inquiry
dc.identifier.doi 10.1080/20004508.2018.1424490
dc.relation.url https://www.tandfonline.com/doi/pdf/10.1080/20004508.2018.1424490
dc.contributor.school Menntavísindasvið (HÍ)
dc.contributor.school School of Education (UI)

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