The academic–vocational divide in three Nordic countries : implications for social class and gender

In this study we examine how the academic–vocational divide is manifested today in Finland, Iceland and Sweden in the division between vocationally (VET) and academicallyoriented programmes at the upper-secondary school level. The paper is based on a critical re-analysis of results from previous studies; in it we investigate the implications of this divide for class and gender inequalities. The theoretical lens used for the synthesis is based on Bernstein´s theory of pedagogic codes. In the re-analysis we draw on previous studies of policy, curriculum and educational praxis as well as official statistics. The main conclusions are that contemporary policy and curriculum trends in all three countries are dominated by a neo-liberal discourse stressing principles such as “market relevance” and employability. This trend strengthens the academic–vocational divide, mainly through an organisation of knowledge in VET that separates it from more general and theoretical elements. This trend also seems to affect VET students’ transitions in terms of reduced access to higher education, particularly in male-dominated programmes. We also identify low expectations for VET students, manifested through choice of textbooks and tasks, organisation of teacher teams and the advice of career counsellors.Peer reviewe

Calculative spaces : cities, market relations, and the commercial vitalism of the outdoor advertising industry.

Based on ethnographic work, this paper examines the market research practices of the outdoor advertising industry in the UK and their commercial production of space. I focus on the role of calculation in the performance of market relations between a range of actors in the field and the use of marketing research’s classificatory practices as a currency which enacts those relations. In many accounts of urban governance, city space is produced by various statistical and classificatory devices as calculable and hence governable. But with recent developments in commercial enterprises, the performative quality of market relations engenders calculative space, a nexus of people-in-space, commercial imperatives, and a calculative energy or orientation to calculation. This is understood by the industry as a kind of commercial vitalism—an enlivening of market relations and of objects of commercial calculation—which firms aim to exploit by tapping into and channelling the energy they perceive it generates

Educational brokers in global education markets

This article undertakes a text analysis of the promotional materials generated by two educational brokers, the British Council’s Education Counselling Service (ECS) and Australia’s International Development Programme (IDP-Education Australia).By focusing on the micropractices of branding, the constructions of the "international student" and "international education" are examined to uncover the relations between international education and globalisation.The conclusion reached here is that the dominant marketing messages used to brand and sell education are unevenly weighted in favour of the economic imperative.International education remains fixed in modernist spatiotemporal contexts that ignore the challenges presented by globalisation.Developing new notions of international education will require a more critical engagement with the geopolitics of knowledge and with issues of subjectivity, difference, and power.Ultimately, a more sustained and comprehensive engagement with the noneconomic dimensions of globalisation will be necessary to achieve new visions of international education