Dancing onto the page: Crossing an academic borderland

Rowe, Nicholas; Martin, Rosemary

doi:10.15663/wje.v19i2.96

Cited by 5 publications

(1 citation statement)

References 30 publications

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“…Recognition of the significance of embodied knowledge for our understanding of human experience (Merleau-Ponty, 2012), of 'implicit knowledge' in learning (Masters, 1992), and the 'corporeal turn' in general in social theory (Iveson, 2012), draw attention to the unique theoretical challenges of comprehending and representing skilled techniques and practices. This recognition underlines the difficulties of articulating embodied, practical or 'tacit' dimensions of occupational competence, although recent work on threshold concepts has started to grapple with embodied knowledge (Hokstad, Rødne, Braaten, Wellinger & Shetelig, 2016;Rowe & Martin, 2014). Any attempt to bring the threshold concepts approach to vocational education would have to contend with these basic challenges of access to and articulation of threshold objects in potentially undertheorised or difficult-to-theorise occupations.…”

Section: Challenges Of the Threshold Concepts Approach For Vocationalmentioning

confidence: 99%

Towards an epistemically neutral curriculum model for vocational education: from competencies to threshold concepts and practices

Hodge

Atkins

Simons

2016

International Journal of Training Research

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Debate about the benefits and problems with competency-based training (CBT) has not paid sufficient attention to the fact that the model satisfies a unique, contemporary demand for cross-occupational curriculum. The adoption of CBT in the UK and Australia, along with at least some of its problems, can be understood in terms of this demand. We argue that a key problem with CBT is that as a cross-occupational curriculum model it impacts too strongly on the way particular occupations are known and represented. Following this line of argument, we propose that more effective models will be those that are 'epistemically neutral' and thus responsive to the inherent knowledge and practice structures of occupations. We explore the 'threshold concepts' approach as an alternative that can claim to be sensitive to occupational structures. This approach has proved effective for curriculum renewal in higher education. We indicate ways it contrasts with CBT but also note some difficulties with the approach for vocational education.

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