Session Information
Contribution
The last ten years have challenged classical professions which build on the professional triangle of autonomy, knowledge & altruism (see Hirst 1982). Nothing about them is taken for granted. The dissolution of the nation-state abandoned the golden age of the nation building teacher. His professionalism ends with the central government investing in classroom practice within the framework of the free market (see Bottery & Wright 2000). In the wake of recent assessment studies, advocates of healthcare, in particular, perform their service in the sphere of teaching (school / classroom). As a result the boundary of identities and knowledge between the professions is at risk (Werler & Birkeland 2007). From the point of view of Lyotard and Foucault, knowledge is the key component in the competition of power. The more powerful profession may decide "what knowledge is" and "what needs to be decided" (Lyotard 1984:4). Recent data shows that even the third dimension is at risk (Locke et. al. 2005). Does the teaching profession find itself caught between two opposing forces? As a basis for developing new approaches to finding the educational means necessary for dissolving welfare societies, this paper aims to gain insight into professions in change (teachers / healthcare). From a historical perspective, both are constructed from two separate discourses on altruism, these being care and knowledge/cultural content (Simmel 1892: 86pp; Hjort 1998). Current approaches to public health within the spheres of empowerment and health education (WHO 1986) serve as models for development of professional identities within educational institutions. The question is whether or not such institutions achieve the empowerment of the formation of professional identities, and if so, to what degree? A qualitative in-depth study of, respectively, nursing and teacher education students investigates emerging professional identities as reflections of public discourses on health and education. Third-year nursing and teaching students were asked to list their reasons for their choice of study. They were also asked about their future career expectations. Beyond that the results will compare and amalgamate accruing data in light of - so far separated - research on both professions (Locke et. al. 2005; Rongstad et.al. 2004). To clarify terms used in the education and health system a semantic (Åkerstrøm Andersen 2003, 2004) and archeological analyses (Foucault 1972, 1973, Bateson 2000) on education and health journals was carried out. 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(2004a) Reshaping classical professionalism in the aftermath of neo-liberal reform. English in Australia, 139, 113-121. o Paul, E. F.; Miller, F. D.; Paul J. (eds.)(1993): Altruism. Cambridge: Camridge Universityo Hjort, Peter F. (1998): Altruism, society, and health care. In: Nordgren, A.; Westrin, C.-G. (eds.): Altruism, society, health care. Uppsala: Uppsala Univ. Library, (Acta Universitatis Upsaliensis : Studies in bioethics and research ethics ; 3), 79-88. o Locke, T.; Vulliamy, G.; Webb, R.; Hill, M. (2005): Being a 'professional' primary school teacher at the beginning of the 21st century: a comparative analysis of primary teacher professionalism in New Zealand and England. Journal of Education Policy, 20, No. 5, pp. 555-581 o Rognstad, May-Karin; Aasland, Olaf; Granum, Vigdis: How do nursing students regard their future career? Career preferences in the post-modern society. In: Nurse Education Today (2004) 24, 493-500 o Werler, T.; Birkeland N.-R. (2007): When Education becomes health: Is there a competition between education and health? Peter Lang: New York/Hamburg (in print)European
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