23 SES 05 A, Education, Social Inequalities and Gender II
The aim of vocational education has traditionally been educating working class youth (Francis 2006; Käyhkö 2006; Koski 2009). In both Sweden and Finland, though differences in school systems, it is common that young people with working class parents still end up in vocational programmes after finishing compulsory school. This presentation draws on an ethnographic data produced altogether in four upper secondary schools in Sweden and Finland, in the Vehicle programme and programmes of Metalwork and machinery. In the paper we explore, how anglification and technification of industrial labour affect students’ masculinities and construct their positions in the field of education. In Finland, the substantial amount of students ‘with special educational needs’ (SEN) study in that programme of Metalwork and machinery. We also explore in the paper, what kind of influence the globalisation of labour market and its effects on curricula have on positions of SEN students.
It has been stated that global economy and working life have gone over that kind of huge changes which have reorganized the expectations given to the employees. Flexibility in the fields of lifelong learning, re-education and coping with the uncertainty of the labour market is expected of the employees (see for example Julkunen 2008; Sennett 2002; Tomlinson 2008, 204–206.) Work in industries is affected of the anglification of the market and technification of products. The globalisation means for example that ways to work is changing faster and products to be used as soon as possible have manuals in English and workers search for information at web pages in English. Products are more and more complex and technical, which means that workers need to be able to handle more complicated mathematical tasks. Therefore, skills in English and maths are much more asked for now than earlier in the industry and vehicle halls. In this paper, we explore what kind of influence do these changes in both labour market and in curricula of these particular vocational programmes have on students who are about to enter the industry and vehicle labour market.
Different kinds of hegemonic masculinities occur in different contexts (Connell & Messerschmidt, 2005). Hegemonic masculinities has been described as largely incompatible with education for young working class men (Willis, 1977) who portray those who are successful in education “as bookish, [and] unattractive men” (Archer et al., 2001 p. 435). The working class young man that has not fitted in the school system has been noted since the 1690 and described as the hooligan (Delamont, 2000) or the anti school working class boy as a class hero (Corrigan, 1979; Willis, 1977). Regardless what epithet we put on the boys, they are there. This presentation draws upon Connells theories on gender and previous research on masculinities to explore possible changes in working class boys’ attitudes towards English and Maths due to a changing labour market who asks for those competences.
The presentation also emphasis a cross-cultural perspective to explore similarities and differences in the Swedish and Finnish contexts.
Archer, L., Pratt, S. D., & Phillips, D. (2001). Working-class men's constructions of masculinity and negotiations of (non) participation in higher education. Gender and Education, 13(4), 431-449 Connell, R., W, & Messerschmidt, J., W. (2005). Hegemonic masculinity: Rethinking the concept. Gender and Society, 19(6), 829-859. Corrigan, P. (1979). Schooling the smash street kids. London: Macmillan Delamont, S. (2000). The anomalous beasts: Hooligans and the sociology of education. Sociology, 34(1), 95-111 Francis, Becky (2006). Troubling trajectories. Gendered ‘choices’ and pathways from school to work. Teoksessa Leathwood, Carole & Francis, Becky (toim.) Gender and lifelong learning. Critical feminist engagements. London & New York: Routledge. Julkunen, Raija (2008) Uuden työn paradoksit. Keskusteluja 2000-luvun työprosess(e)ista. Tampere: Vastapaino. Koski, Leena (2009). Vocational Curriculum – morality for the Working Class? Teoksessa Weil, Markus, Koski, Leena & Mjelde Liv (toim.) Knowing work. The social relations of working and knowing. Studies in Vocational and Continuing Education, vol. 8, Peter Lang. Käyhkö, Mari (2006). Siivoojaksi oppimassa. Etnografinen tutkimus työläistytöistä puhdistuspalvelualan koulutuksessa. Joensuu: Yliopistopaino. Sennett, Richard (2002). Työn uusi järjestys. Kivinen, Eine & Kivinen, David (trans.) Original book: The Corrosion of Character, the Personal Consequences of Work in the New Capitalism. Tampere: Vastapaino. Tomlinson, Sally (2008). Education in a post-welfare society. 2nd edition. UK: Open University Press. Willis, P. (1977). Learning to labour; how working class kids get working class jobs. Hampshire: Gower.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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