Avis, James (1993) Post‐Fordism, Curriculum Modernisers and Radical Practice: the case of vocational education and training in England. The Vocational Aspect of Education, 45 (1). pp. 3-14. ISSN 0305-7879Metadata only available from this repository.
This paper explores the emerging settlement surrounding vocational education and training in England in the 1990s. It describes and then considers the dangers in the post‐Fordist position that argues a high skills/high trust economy/society offers emancipatory possibilities. Insufficient attention is addressed to the way post‐Fordist concerns are lodged within capitalist social relations oriented to capital accumulation. Educational practices placed within these relations can easily lose their radicalism and sit readily alongside the concerns of curriculum modernisers who are wedded to capitalist rejuvenation.
|Subjects:||L Education > L Education (General)
L Education > LB Theory and practice of education
|Schools:||School of Education and Professional Development|
|Depositing User:||Sharon Beastall|
|Date Deposited:||11 Nov 2014 09:28|
|Last Modified:||11 Nov 2014 09:28|
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