Learning the routines: "professionalization" of newcomers in secondary school

Gordon, Tuula; Lahelma, Elina; Hynninen, Pirkko; Metso, Tuija; Palmu, Tarja; Tolonen, Tarja

doi:10.1080/095183999235836

Cited by 34 publications

(34 citation statements)

References 15 publications

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“…[2] These young women and men were met in a collective ethnographic study in two schools in Helsinki when they were aged between 12 and 13, at the beginning of secondary school (see, for example, Gordon et al, 2006). [3] One of the schools followed was more middle class, whilst the other was more working class.…”

Section: Studies On Young People's Educational Transitionsmentioning

confidence: 99%

Dichotomized Metaphors and Young People's Educational Routes

Lahelma

2009

European Educational Research Journal

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Drawing from an ethnographically grounded longitudinal study on educational transitions, the aim of this article is to analyse young people's reflections about their educational choices at different ages. Consistencies and breaks in their plans and actual choices are explored and reflected in relation to the economic, social, cultural and emotional resources they possess. In particular, the author explores taken-for-granted dichotomous metaphors that seem to open up certain educational routes and close others, such as 'the head' and 'the hand' for routes to academic and vocational education. In the first section of the article, the author demonstrates how metaphors appear in ethnographic accounts of lower secondary schools. The author then suggests how they are activated when young people reflect on their post-compulsory choices. Finally, the author presents the educational routes of two young people, drawing from their hopes, dreams and actual choices, as they relate them in interviews when they were 13, 18, 20 and 24 years old.

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Section: Studies On Young People's Educational Transitionsmentioning

confidence: 99%

Dichotomized Metaphors and Young People's Educational Routes

Lahelma

2009

European Educational Research Journal

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“…On most occasions, there were two observers at a time, the purpose being to gather wider and more accurate observations than would have been possible by only one observer (here following the principles of collective ethnography) (Paloniemi and Collin 2010;Gordon et al 2006;Woods et al 2000). In addition, by basing the analysis and interpretations on the field notes of more than one observer, we aimed to increase the reliability of the study.…”

Section: The Context Methods and Data Of The Studymentioning

confidence: 99%

Fostering Learning Opportunities Through Employee Participation Amid Organizational Change

Valleala

Herranen

Collin

et al. 2014

Vocations and Learning

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“…This is the idea that, even for the most apparently simple activities, in a job or in another sphere of day-to-day life, being a novice is characterised by the difficulty of coping with situations that are at first sight quite uncomplicated and that dealing with the activity on a daily basis leads to the development of a capacity which is simultaneously a skilled practice and a knowledge of situations (Gordon et al 1999). This is quite close to what ethnomethodology reveals about the challenge and the difficulty of dealing competently with ordinary situations.…”

Section: Professionalizing Workplace Health and Safety?mentioning

confidence: 99%

Line Managers as Work Professionals in the Era of Workplace Health Professionalization

Ughetto

2017

Beyond Safety Training

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Constructing rules for work that foster both health and safety and efficient production entails, in many organisations, the introduction of procedures, tools and techniques implemented by specialists. The purpose of this is to combat the amateur practices and lack of expertise supposedly found not only amongst employees, but also in their managers. This chapter argues that, on the contrary, field managers possess knowledge about working conditions and are actors who are necessarily involved in organising those conditions as well as the work of their teams. In so doing, they protect employees from or expose them to the real and varying circumstances of work. This is the role that needs to be reinforced in order for safety rules to become a real part of work cultures and working practices. However, the forms of power in organisations increasingly limit the recognition of this expertise in the work of managers. The chapter advocates the importance of giving managers power to set situated organisational rules, instead of making these the exclusive prerogative of central management departments.

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Learning the routines: "professionalization" of newcomers in secondary school

Cited by 34 publications

References 15 publications

Dichotomized Metaphors and Young People's Educational Routes

Dichotomized Metaphors and Young People's Educational Routes

Fostering Learning Opportunities Through Employee Participation Amid Organizational Change

Line Managers as Work Professionals in the Era of Workplace Health Professionalization

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