Struggling for purchase?: what shape does a vocational education and training agenda take within a contemporary university education faculty?

Struggling for purchase?: what shape does a vocational education and training agenda take within a contemporary university education faculty?

[Abstract]: This paper focuses on the discourse among academics with a shared interest in the
relationship between vocational education and training (VET) and higher education
within the University of Southern Queensland's Faculty of Education. The authors
endeavour to make sense of how VET pedagogies and praxis are currently envisaged
and enacted within the faculty, how they respond to present-day influences and
developments in the VET sector and how they will in turn shape teaching, learning
and research activity.
In the paper, the authors put their personal and professional ideologies under the
microscope in a dialectic that aims to inform the development of a shared set of
meanings that will serve as a platform from which to move forward in their practice.
This dialectic examines the nuances of practices from the perspectives of a reflective
(Schon, 1983, 1987) and a reflexive (Usher, 1987) practitioner. Theoretical lenses
drawn upon in this reflective and reflexive dialectic include critical theory (Habermas,
1972, 1973), criticality (Barnett, 1997) and the humanist tradition in education
(Dewey, 1916, 1938).
The results of this dialectic are then used to engage pedagogies that relate to further
education and training (fet) within the faculty. To guide this situated engagement,
several questions are asked. The conclusions drawn confirm that the convergence of
these personal and professional ideologies is helpful in shaping the contributions of fet
to the existing and emerging needs of the faculty's lifelong learners.

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