23 SES 10 B, Theorizing Educational Boundary Work
Globalisation cannot be reduced to an inexorable force; it is a process in which we participate; embedded in imaginations we construct. It opens up opportunities as well as it closes them down. (Burawoy 2000). Education is a critical instrument for governments and communities managing economic and social development in global times. This paper on boundary work at the national scale reflects how the neo-liberal policies of the current Finnish competition state re-order educational work and ‘re-composition labour’ (Sassen 1988) in VET sector. In the policy agenda “towards vocational excellence”, the key issues are how to strengthen the service capacity (efficiency) and the competition capacity (productivity) of vocational education and training. In the name of harmonization (the employer term) and degradation (the employee term) of VET teacher capacities, vocational territories are reassembled according to all-purpose yardsticks to create cross-boundary, flexible capacities needed for the teaching tasks at hand. Although the European mission statements aim at the upgrading of professional qualifications (see CEDEFOP 2010), this national case indicates that in educational work places the development is being compromised. The case of educational workers in Finnish VET highlights globalisation touching down in the place of labour and the implicit re-ordering of power geometries.
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
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