VET between Civic, Industrial and Market Tensions
Edited By Fernando Marhuenda-Fluixá
Vocational education and training has played an important role in the struggles between Work and Capital along history and today; there are examples of such tensions worldwide. The first section of this book provides illustrations of different countries from the 18th to the early 20th century. The authors explain and exemplify the education of the workforce and its political engagement, contributing to the formation of the working class. The chapters provide relevant approaches to how young apprentices and adult workers developed a class consciousness through vocational education. The second section illustrates practices of resistance and transformation within policies and practices of vocational education nowadays in Central and Southern Europe and South America, addressing the needs of people with disabilities and dispossessed populations. The final section analyses how theories and policies intertwine resulting in the idiosyncrasy of vocational education practices across the world, through tensions between logics and institutional actors. The book addresses the political dimensions of Vocational Education and problematizes its mere consideration as an instrumental tool in skill formation.
Validation and Accreditation of Qualifications and Citizenship: a Method to Guarantee Social Equity in Spain (María José Chisvert-Tarazona / Ana I. Córdoba-Iñesta)
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MARÍA JOSÉ CHISVERT-TARAZONA AND ANA I. CÓRDOBA-IÑESTA
Validation and Accreditation of Qualifications and Citizenship: a Method to Guarantee Social Equity in Spain1
A healthy citizenry makes political decisions as a practice of autonomy in the public context, which assumes the benefits of the greater good (Clarke 2010). This is seen as a possible horizon of citizenship with roots going beyond a middle-class, white, adult and worship male citizen (Macedo 2009). Christian, cosmopolitan and organized by the State (Stoer and Magalhaes 2005), to include differentiated groups and individuals like men or women. This is based on a democratic view, appreciated by Western thought ever since ancient times, and refers to both the benefit of individual freedom (Freire 2009), and the adhesion of members of society to common projects (Cortina 1997).
Some approaches reject human rights as a theoretical founding principle of citizenship, arguing that citizenship rights are particularistic and dynamic, and based on a person’s political design, while human rights have a “universalist” nature and responsibilities held in an ethical design (Kirwan 2005). This chapter nevertheless refers to the intersection between human rights and citizenship, investing in political ← 319 | 320 → participation (Macedo 2012), and in the recognition of training and labour, and citizens’ human rights.
In Adult Education (AE) we should remember the personal history of those accessing this, their actions, their opportunities to assert their rights, to build their legitimacy. The...
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