Valuing
Experience As Well As Knowledge in Schools
Abstract:
Drawing on the critical
incident journals of technology education teacher candidates at The
University of Western Ontario this paper will explore an alternative
conception of 'knowledge' and the relation between a knowledge-based
economy and school technical programs. How is knowledge, the commodity
we value so highly in schools and in industry, depicted by both sectors?
This question will be answered by examining the sociology of knowledge
literature.
After examining
how knowledge is portrayed and legitimized I will look at the importance
and place of 'experience' in school and industry settings. Is experience
valued? How is it valued/devalued relative to knowledge? To what extent
is knowledge socially constructed, in both sectors? To what extent do
experience and knowledge need to be more transparent in our analysis
of economic and educational policy/planning?
Author:
Ron Hansen
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