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Problematising the theory-practice terminology: a discourse analysis of students  statements on Work-integrated Learning
Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen for hälsopromotion och vårdvetenskap. (LINA)ORCID-id: 0000-0001-7028-9469
Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi. University of Gothenburg, Rigshospitalet, Umea University, University of California San Francisco. (LINA)ORCID-id: 0000-0002-5259-0538
2019 (engelsk)Inngår i: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326, Vol. 43, nr 10, s. 1363-1375Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This study uses a Foucault-inspired discourse analysis to examine two ideas about learning which reinforce the terminology whereby theory means campus-based training and practice means work placements. The purpose is to problematise this theory–practice terminology and provide scope for a non-dualistic alternative. The ideas examined are the idea of theory vs. practice as the point of departure for learning and the idea of theory and practice as harmonious points of departure for learning. These ideas were voiced by interviewed students who discussed the usual design of Work-integrated Learning (WIL) whereby students go to university to learn ‘theory’ and into working life to learn ‘practice’. The analysis shows how the ideas are formed by different ranking orders between theory and practice which are mutually exclusive, while also working together to reinforce the theory–practice terminology. The discussion on how a non-dualistic terminology can emerge highlights how the usual WIL design forms a dualistic setting where the theory–practice terminology thrives and how designing WIL at a third place between university and working life can provide scope for the terminology we seek.

sted, utgiver, år, opplag, sider
2019. Vol. 43, nr 10, s. 1363-1375
Emneord [en]
Learning, workplace learning
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande; SAMHÄLLSVETENSKAP, Pedagogik
Identifikatorer
URN: urn:nbn:se:hv:diva-12980DOI: 10.1080/0309877X.2018.1483016ISI: 000489944100004Scopus ID: 2-s2.0-85050547824OAI: oai:DiVA.org:hv-12980DiVA, id: diva2:1259059
Tilgjengelig fra: 2018-10-26 Laget: 2018-10-26 Sist oppdatert: 2020-02-04bibliografisk kontrollert

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