Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training Practices

Detalhes bibliográficos
Autor(a) principal: Tur-Porres,Gisselle
Data de Publicação: 2021
Outros Autores: Wildemeersch,Danny, Simons,Maarten
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://scielo.pt/scielo.php?script=sci_arttext&pid=S2182-84742021000300023
Resumo: Abstract The paper discusses the emancipatory potential of Uruguayan Vocational Educational and Training (VET) practices, usually associated with job discourses, skills and training. In doing so, we revisit Rancière’s work concerning intellectual emancipation to provide us with a guide to connect with the phenomena studied, as a lens to look at and to problematize emancipation in concrete practices on a heuristic level. Thus, the paper is structured as follows. First, we describe the context of Uruguayan VET practices. Second, we discuss Rancière’s key concepts about emancipation in education. Third, we craft a conversation between the empirical and theoretical work, in view of exploring concrete VET practices from the axiom of equality. Last, the text concludes with a reflection on new meanings regarding Rancière’s intellectual emancipation that deserve further attention and allow us to identify other forms of emancipatory potential in VET practices, to move beyond its currently predominant functionalist understanding.
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spelling Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training PracticesRancièreintellectual emancipationvocational education and trainingAbstract The paper discusses the emancipatory potential of Uruguayan Vocational Educational and Training (VET) practices, usually associated with job discourses, skills and training. In doing so, we revisit Rancière’s work concerning intellectual emancipation to provide us with a guide to connect with the phenomena studied, as a lens to look at and to problematize emancipation in concrete practices on a heuristic level. Thus, the paper is structured as follows. First, we describe the context of Uruguayan VET practices. Second, we discuss Rancière’s key concepts about emancipation in education. Third, we craft a conversation between the empirical and theoretical work, in view of exploring concrete VET practices from the axiom of equality. Last, the text concludes with a reflection on new meanings regarding Rancière’s intellectual emancipation that deserve further attention and allow us to identify other forms of emancipatory potential in VET practices, to move beyond its currently predominant functionalist understanding.Instituto de Educação da Universidade de Lisboa2021-02-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articletext/htmlhttp://scielo.pt/scielo.php?script=sci_arttext&pid=S2182-84742021000300023Sisyphus - Journal of Education v.8 n.3 2021reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPenghttp://scielo.pt/scielo.php?script=sci_arttext&pid=S2182-84742021000300023Tur-Porres,GisselleWildemeersch,DannySimons,Maarteninfo:eu-repo/semantics/openAccess2024-02-06T17:29:20Zoai:scielo:S2182-84742021000300023Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T02:33:19.084301Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training Practices
title Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training Practices
spellingShingle Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training Practices
Tur-Porres,Gisselle
Rancière
intellectual emancipation
vocational education and training
title_short Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training Practices
title_full Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training Practices
title_fullStr Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training Practices
title_full_unstemmed Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training Practices
title_sort Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training Practices
author Tur-Porres,Gisselle
author_facet Tur-Porres,Gisselle
Wildemeersch,Danny
Simons,Maarten
author_role author
author2 Wildemeersch,Danny
Simons,Maarten
author2_role author
author
dc.contributor.author.fl_str_mv Tur-Porres,Gisselle
Wildemeersch,Danny
Simons,Maarten
dc.subject.por.fl_str_mv Rancière
intellectual emancipation
vocational education and training
topic Rancière
intellectual emancipation
vocational education and training
description Abstract The paper discusses the emancipatory potential of Uruguayan Vocational Educational and Training (VET) practices, usually associated with job discourses, skills and training. In doing so, we revisit Rancière’s work concerning intellectual emancipation to provide us with a guide to connect with the phenomena studied, as a lens to look at and to problematize emancipation in concrete practices on a heuristic level. Thus, the paper is structured as follows. First, we describe the context of Uruguayan VET practices. Second, we discuss Rancière’s key concepts about emancipation in education. Third, we craft a conversation between the empirical and theoretical work, in view of exploring concrete VET practices from the axiom of equality. Last, the text concludes with a reflection on new meanings regarding Rancière’s intellectual emancipation that deserve further attention and allow us to identify other forms of emancipatory potential in VET practices, to move beyond its currently predominant functionalist understanding.
publishDate 2021
dc.date.none.fl_str_mv 2021-02-01
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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status_str publishedVersion
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dc.language.iso.fl_str_mv eng
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dc.publisher.none.fl_str_mv Instituto de Educação da Universidade de Lisboa
publisher.none.fl_str_mv Instituto de Educação da Universidade de Lisboa
dc.source.none.fl_str_mv Sisyphus - Journal of Education v.8 n.3 2021
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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