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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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