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Working Knowledge

Paperback Engels 2002 9780335212545
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Samenvatting

"a rich inter-weaving of carefully articulated critical stances... It is impossible, in a short review, to do justice to the quality and variety of all these perspectives... The result is strong coverage of the territory set out in the title, in ways that many working in the field will find valuable." (Phil Hodkinson, Journal of Education for Teaching)

Universities are undergoing a series of profound changes. One of the more pronounced of these involves the partnerships that are now being formed between business enterprises and higher education. The emergence of these partnerships has much to do with the changing economy, which is increasingly based around knowledge and information - the traditional stock-in-trade of the university. Knowledge capitalism has given a renewed impetus to higher education. One expression of this is work-based learning, which challenges the scope and site of the university curriculum. This book analyses this development from a number of perspectives: critical, historical, philosophical, sociological and pedagogical. Its various contributors argue that work-based approaches contain much that is challenging to the university, and also much that could help to create new frameworks of learning and new roles for academics. Working Knowledge offers a comprehensive examination of the new vocationalism in higher education.

Specificaties

ISBN13:9780335212545
Taal:Engels
Bindwijze:paperback
Uitgever:McGraw-Hill Education

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Inhoudsopgave

Foreword by Ronald Barnett<br>Acknowledgements<br>Contributors<br>Working knowledge<br>an introduction to the new business of learning<br>Learning for real<br>work-based education in universities<br>'Real world education'<br>the vocationalisation of the university<br>Knowledge that works<br>judgement and the university curriculum<br>Eros and the virtual<br>enframing working knowledge through technology<br>The policy environment of work-based learning<br>globalisation, institutions and the workplace<br>Imposing structure, enabling play<br>new knowledge production and the 'real world' university<br>Deschooling vocational knowledge<br>work-based learning and the politics of curriculum<br>Learning to work, working to learn<br>theories of situational education<br>The organization of identity<br>four cases<br>Organizational gothic<br>transfusing vitality and transforming the corporate body through work-based learning<br>Index.<br>

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