Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
The idea of academia and the real world and its ironic role in the discourse on Work-integrated Learning
University West, Department of Health Sciences, Section for health promotion and care sciences. (LINA)ORCID iD: 0000-0001-7028-9469
2018 (English)In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126XArticle in journal (Refereed) Epub ahead of print
Abstract [en]

Work-integrated Learning (WIL) seeks to bridge the gap between ‘scholastic’ training and work. This study explores the ironic fact that the WIL discourse remains formed by the idea of academia and the real world, an idea that in decisive ways creates this gap. A genealogical discourse analysis of how this idea operates in 79 present and past official documents promoting the Cooperative Education (Co-op) WIL model is used to explore this ironic fact. Two accounts of this idea are dominant in both present and past documents – the deficit account, which merely creates the stated gap, and the collaborative account, which both creates and bridges this gap. I emphasise that the Co-op and other standard WIL models embody and (re)produce the stated idea because they locate ‘scholastic’ training outside the ‘real world’. This separation dates back to scholè – the ancient Greek school that aimed to disconnect ‘school’ from ‘work’. Because WIL has the opposite aim, I argue that this separation is in fact counterproductive for WIL. Finally, I argue that locating WIL in a third place outside university and working life can be a way of avoiding the separation that (re)produces the idea of academia and the real world.

Place, publisher, year, edition, pages
2018.
Keywords [en]
work-integrated learning, cooperative education, genealogy, irony
National Category
Pedagogy
Research subject
Work Integrated Learning; NURSING AND PUBLIC HEALTH SCIENCE, Public health science; SOCIAL SCIENCE, Pedagogics
Identifiers
URN: urn:nbn:se:hv:diva-13040DOI: 10.1080/0158037X.2018.1520210Scopus ID: 2-s2.0-85053891910OAI: oai:DiVA.org:hv-13040DiVA, id: diva2:1259057
Note

Published online: 27 Sep 2018

Available from: 2018-10-26 Created: 2018-10-26 Last updated: 2019-05-28Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopus

Authority records BETA

Björck, Ville

Search in DiVA

By author/editor
Björck, Ville
By organisation
Section for health promotion and care sciences
In the same journal
Studies in Continuing Education
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 183 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf