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    Chapter 6 Welfare vocationalism

    Preparing for service and caring occupations

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    Author(s)
    Esmond, Bill
    Atkins, Liz
    Language
    English
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    Abstract
    In contrast to the technical elites, specific groups of young people – women, those from the lowest social classes, and those with the poorest educational experiences – are already likely to engage with poorer quality further education programmes, those associated primarily with low-paid and precarious employment. They undergo workplace learning as a much more limited experience, studying in vocational areas many of which already include substantial work placements as part of many learning programmes. Childcare, which already requires longer periods in the workplace than are stipulated by T Level requirements, is a prime example. Their time in the workplace is conceptualised as learning to interact with service users and to acquire the personal attributes of workers in these occupations. Placements can sometimes be seen as the routine work of ‘caring’ and service occupations, and young people interviewed often expressed impatience and frustration, linked to preparation for routine employment. The socialisation of these groups appears a key premise of the expectations and rationale offered by policymakers for recent reforms.
    Book
    Education, Skills and Social Justice in a Polarising World
    URI
    https://library.oapen.org/handle/20.500.12657/52565
    Keywords
    education, elites, justice, social skills, polarizing, welfare, world
    DOI
    10.4324/9781003049524-6
    ISBN
    9780367503338, 9780367503345, 9781003049524
    Publisher
    Taylor & Francis
    Publisher website
    https://taylorandfrancis.com/
    Publication date and place
    2022
    Grantor
    • University of Derby
    Imprint
    Routledge
    Classification
    Education
    Pages
    20
    Rights
    https://creativecommons.org/licenses/by-nc-nd/4.0/
    • Imported or submitted locally

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    License

    • If not noted otherwise all contents are available under Attribution 4.0 International (CC BY 4.0)

    Credits

    • logo EU
    • This project received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 683680, 810640, 871069 and 964352.

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