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With increasing belief by educators that education should include some type of vocational or career-related training, concerns have arisen over just how such programmes can be effectively implemented to meet the needs of the teachers, students, and community groups. Teachers and community-based educators have questioned how work education may provide students with an understanding of "the realities" of life in the job market and at work, while at the same time helping them determine the practices that will define their own working lives. "Learning Work" directly addresses this concern. Through discussions of teaching methods and actual lesson suggestions, the authors demonstrate how the perspective of a critical pedagogy can be used to develop a clear and principled practice of work education. Numerous examples drawn from interviews and classroom observations involving a cross-section of urban, suburban and rural schools are included, illustrating the practical implications of a theory of critical pedagogy. Practical lesson suggestions are included in each section.
A valuable resource for teachers and education students, this book makes a substantial contribution to current debates regarding the place and purpose of work education in secondary schools, colleges, and community-based service agencies.
With increasing belief by educators that education should include some type of vocational or career-related training, concerns have arisen over just how such programmes can be effectively implemented to meet the needs of the teachers, students, and community groups. Teachers and community-based educators have questioned how work education may provide students with an understanding of "the realities" of life in the job market and at work, while at the same time helping them determine the practices that will define their own working lives. "Learning Work" directly addresses this concern. Through discussions of teaching methods and actual lesson suggestions, the authors demonstrate how the perspective of a critical pedagogy can be used to develop a clear and principled practice of work education. Numerous examples drawn from interviews and classroom observations involving a cross-section of urban, suburban and rural schools are included, illustrating the practical implications of a theory of critical pedagogy. Practical lesson suggestions are included in each section.
A valuable resource for teachers and education students, this book makes a substantial contribution to current debates regarding the place and purpose of work education in secondary schools, colleges, and community-based service agencies.
Preface
Introduction
Work Education and Critical Pedagogy
Strategies for Critical Reflection in Work Education
Exploring Technical Relations
Working Knowledge: What It Takes to Do the Job
Skills and Work Design
Teachers Working with Employers: Developing the Learning Potential
of Work Sites
Exploring Social Relations
Working through Social Relations
Occupational Health and Safety: A Critical Look
Time On and Off the Job: The Interrelation of Work, Desire, and
Leisure
Unions: Solving Problems by Sticking Together
Exploring Work as an Exchange Relation
Self-Assessment: Changing Circumstances, Changing Selves
Speaking Out about Pay
Getting a Job
Future Work
Index
Through discussions of teaching methods and actual lesson suggestions, the authors demonstrate how the viewpoint of a critical pedagogy can be used to develop a clear and principled practice of work education.
ROGER I. SIMON teaches in the Department of Curriculum at the
Ontario Institute for Studies in Education. He was co-director of
Project Learning Work, an extensive multi-year ethnographic study
of student experiences in work education programs. Simon has
conducted research and written extensively in the areas of critical
pedagogy and cultural studies, work that has emphasized theoretical
and applied frameworks. He is currently completing his next book
Teaching Against the Grain: Essays for a Pedagogy of
Possibility.
DON DIPPO teaches in the Faculty of Education at York University.
His research interests include the social and political
organization of knowledge, critical pedagogy and cultural studies,
and the sociology of work and occupations.
ARLEEN SCHENKE is presently doing graduate work in Sociology at the
Ontario Institute for Studies in Education. Having taught at
secondary school and community college, she is currently an
instructor at the School of Continuing Studies, University of
Toronto, and a teaching assistant at York University's Faculty of
Education. Her research interests focus on feminist and
post-structuralist applications to the practice of critical
pedagogy and cultural studies.
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