Adgang, indgang og positonen som deltagende forsker: Udfordringer og muligheder ved antropologisk inspireret forskning i erhvervsuddannelserne

Publikation: Bidrag til bog/antologi/rapport/konference proceedingBidrag til bog/antologiForskningpeer review

Resumé

This article reports on methodological experiences obtained in an anthropologically inspired qualitative study among students of carpentry in Denmark. On the one hand the article deals with methodological issues of doing anthropological research among students of carpentry, while on the other it deals with the research findings that such a research design produced. As well as the methodological issues of researcher access, entry and participant position in the field, this article reports on the following questions: What kinds of implicit expectations of the students are embedded in the way the school introduces and initiates the programme? What kinds of effects does this have on the motivation of the students? How do the terms and professional language of the profession work on the individual students in including and excluding ways? These specific descriptions of classroom pedagogy, inspired by the work of Bernstein (1977; 2000b; 2001b), are interpreted in light of the general conditions and structures of the current state of the Danish VET system. The argument in this article is that methodological challenges and difficulties can themselves be viewed as a source of data. It is further argued that incorporating the VET students’ perspectives in the research process can lead to new and relevant insights into the VET system that might otherwise have been overlooked or considered unimportant.
Bidragets oversatte titelAdgang, indgang og positonen som deltagende forsker: Udfordringer og muligheder ved antropologisk inspireret forskning i erhvervsuddannelserne
OriginalsprogEngelsk
TitelShaping the futures of (vocational) education and work : Commitment of vet and vet research
RedaktørerGabriele Molzberger, Manfred Wahle
Vol/bind13
Udgivelses stedBern, Switzerland
ForlagPeter Lang
Publikationsdato2015
Sider145-162
ISBN (Trykt)978-3-0343-1617-0
ISBN (Elektronisk)978-3-0351-0818-7
StatusUdgivet - 2015
NavnStudies in Vocational and Continuing Education
Vol/bind13

Emneord

  • Erhvervsuddannelse
  • metode
  • antropologi
  • elevperspektiv
  • læring

Citer dette

Louw, A. V. (2015). Access, entry and researcher-participant position: Challenges and Potentials in Doing Anthropological Fieldwork in VET . I G. Molzberger, & M. Wahle (red.), Shaping the futures of (vocational) education and work: Commitment of vet and vet research (Bind 13, s. 145-162). Bern, Switzerland: Peter Lang. Studies in Vocational and Continuing Education, Bind. 13
Louw, Arnt Vestergaard. / Access, entry and researcher-participant position : Challenges and Potentials in Doing Anthropological Fieldwork in VET . Shaping the futures of (vocational) education and work: Commitment of vet and vet research. red. / Gabriele Molzberger ; Manfred Wahle. Bind 13 Bern, Switzerland : Peter Lang, 2015. s. 145-162 (Studies in Vocational and Continuing Education, Bind 13).
@inbook{6cf5c008b39e4d34839168387b9fd260,
title = "Access, entry and researcher-participant position: Challenges and Potentials in Doing Anthropological Fieldwork in VET",
abstract = "This article reports on methodological experiences obtained in an anthropologically inspired qualitative study among students of carpentry in Denmark. On the one hand the article deals with methodological issues of doing anthropological research among students of carpentry, while on the other it deals with the research findings that such a research design produced. As well as the methodological issues of researcher access, entry and participant position in the field, this article reports on the following questions: What kinds of implicit expectations of the students are embedded in the way the school introduces and initiates the programme? What kinds of effects does this have on the motivation of the students? How do the terms and professional language of the profession work on the individual students in including and excluding ways? These specific descriptions of classroom pedagogy, inspired by the work of Bernstein (1977; 2000b; 2001b), are interpreted in light of the general conditions and structures of the current state of the Danish VET system. The argument in this article is that methodological challenges and difficulties can themselves be viewed as a source of data. It is further argued that incorporating the VET students’ perspectives in the research process can lead to new and relevant insights into the VET system that might otherwise have been overlooked or considered unimportant.",
keywords = "Erhvervsuddannelse, metode, antropologi, elevperspektiv, l{\ae}ring",
author = "Louw, {Arnt Vestergaard}",
year = "2015",
language = "English",
isbn = "978-3-0343-1617-0",
volume = "13",
pages = "145--162",
editor = "Molzberger, {Gabriele } and Manfred Wahle",
booktitle = "Shaping the futures of (vocational) education and work",
publisher = "Peter Lang",

}

Louw, AV 2015, Access, entry and researcher-participant position: Challenges and Potentials in Doing Anthropological Fieldwork in VET . i G Molzberger & M Wahle (red), Shaping the futures of (vocational) education and work: Commitment of vet and vet research. bind 13, Peter Lang, Bern, Switzerland, Studies in Vocational and Continuing Education, bind 13, s. 145-162.

Access, entry and researcher-participant position : Challenges and Potentials in Doing Anthropological Fieldwork in VET . / Louw, Arnt Vestergaard.

Shaping the futures of (vocational) education and work: Commitment of vet and vet research. red. / Gabriele Molzberger; Manfred Wahle. Bind 13 Bern, Switzerland : Peter Lang, 2015. s. 145-162.

Publikation: Bidrag til bog/antologi/rapport/konference proceedingBidrag til bog/antologiForskningpeer review

TY - CHAP

T1 - Access, entry and researcher-participant position

T2 - Challenges and Potentials in Doing Anthropological Fieldwork in VET

AU - Louw, Arnt Vestergaard

PY - 2015

Y1 - 2015

N2 - This article reports on methodological experiences obtained in an anthropologically inspired qualitative study among students of carpentry in Denmark. On the one hand the article deals with methodological issues of doing anthropological research among students of carpentry, while on the other it deals with the research findings that such a research design produced. As well as the methodological issues of researcher access, entry and participant position in the field, this article reports on the following questions: What kinds of implicit expectations of the students are embedded in the way the school introduces and initiates the programme? What kinds of effects does this have on the motivation of the students? How do the terms and professional language of the profession work on the individual students in including and excluding ways? These specific descriptions of classroom pedagogy, inspired by the work of Bernstein (1977; 2000b; 2001b), are interpreted in light of the general conditions and structures of the current state of the Danish VET system. The argument in this article is that methodological challenges and difficulties can themselves be viewed as a source of data. It is further argued that incorporating the VET students’ perspectives in the research process can lead to new and relevant insights into the VET system that might otherwise have been overlooked or considered unimportant.

AB - This article reports on methodological experiences obtained in an anthropologically inspired qualitative study among students of carpentry in Denmark. On the one hand the article deals with methodological issues of doing anthropological research among students of carpentry, while on the other it deals with the research findings that such a research design produced. As well as the methodological issues of researcher access, entry and participant position in the field, this article reports on the following questions: What kinds of implicit expectations of the students are embedded in the way the school introduces and initiates the programme? What kinds of effects does this have on the motivation of the students? How do the terms and professional language of the profession work on the individual students in including and excluding ways? These specific descriptions of classroom pedagogy, inspired by the work of Bernstein (1977; 2000b; 2001b), are interpreted in light of the general conditions and structures of the current state of the Danish VET system. The argument in this article is that methodological challenges and difficulties can themselves be viewed as a source of data. It is further argued that incorporating the VET students’ perspectives in the research process can lead to new and relevant insights into the VET system that might otherwise have been overlooked or considered unimportant.

KW - Erhvervsuddannelse

KW - metode

KW - antropologi

KW - elevperspektiv

KW - læring

M3 - Book chapter

SN - 978-3-0343-1617-0

VL - 13

SP - 145

EP - 162

BT - Shaping the futures of (vocational) education and work

A2 - Molzberger, Gabriele

A2 - Wahle, Manfred

PB - Peter Lang

CY - Bern, Switzerland

ER -

Louw AV. Access, entry and researcher-participant position: Challenges and Potentials in Doing Anthropological Fieldwork in VET . I Molzberger G, Wahle M, red., Shaping the futures of (vocational) education and work: Commitment of vet and vet research. Bind 13. Bern, Switzerland: Peter Lang. 2015. s. 145-162. (Studies in Vocational and Continuing Education, Bind 13).