Alienating curriculum work in Australian vocational education and training

Bibliographic Data

ID12905923
AuthorsSteven Hodges (0000-0002-1194-5208, Griffith University, corresponding author)
Year2015
Volume57
Issue2
Pages143-159
Publication date2015-02-13
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueCritical Studies in Education (JOURNAL)
Journal identifiersISSN: 1750-8487 • E-ISSN: 1750-8495
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17508487.2015.1009842
OpenAlexW2032080429
LanguageEN
Citations received8
References cited18

Competency-based training (CBT) is a curriculum model employed in educational sectors, professions and industries around the world. A significant feature of the model is its permeability to control by interests outside education. In this article, a ‘Neoliberal’ version of CBT is described and analysed in the context of Australian Vocational Education and Training (VET). In this version of the model, a division of curriculum labour is instituted that, from the perspective of Neoliberal theory, allows the interests of educators to be limited in accordance with the belief that they will neglect the interests of students and other stakeholders if they have control over the whole curriculum construction process. But this version of CBT denigrates the expertise of educators by forcing them to set aside their own judgement about what is important to teach and implement a pre-existing picture of an occupation that may or may not be an effective representation. Empirical evidence is reviewed that suggests curriculum work in VET is indeed alienating for educators. Existing critiques of CBT are considered and found to have overlooked the specifically Neoliberal form of CBT in VET analysed in the article

Context (archaeology · Curriculum · Curriculum development · Curriculum theory · Pedagogy · Sociology · Vocational education · Education Systems and Policy · Global Educational Policies and Reforms · Higher Education Learning Practices

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