The Values Underlying Teachersâ€™ and Employersâ€™ Expectations
The authors present a grounded theory concerning teachersâ€™ expectations of students and employersâ€™ expectations of graduates. The analysis is based on empirical research while the interpretation of the results is based on critical theory. Employersâ€™ expectations turned out to be wide-ranging and impossible for candidates. Teachersâ€™ expectations, however, reproduced that part of employersâ€™ expectations that can be linked to conformity, devotion, and faithfulness. In light of the authorsâ€™ interpretation, education fails to perform an emancipator function, i.e. it fails to equip students with the critical competence necessary for active involvement in civil society. The labor market, on the other hand, is a dominating force that blocks the development of a discursive, open version of society. Graduates find themselves in a double-sided trap sprung on them, firstly, by education and later by employers.
Bernstein B., A Response [in:] Know ledge and Pedagogy: The Sociology of Basil Bernstein, A.R. Sadovnik (ed.), Norwoodâ€“New Jersey 1995.
Bourdieu P., Form of Capital [in:] Sociology of Education, S.J. Ball (ed.), Londonâ€“New York 2005.
Giroux H., Teoria krytyczna i racjonalnoÅ›Ä‡ w edukacji obywatelskiej [in:] H. Giroux, L. Witkowski, Edukacja i sfera publiczna. Idee i doÅ›wiadczenia pedagogiki radykalnej, KrakÃ³w 2010.
KosiÅ„ska E. (ed.), WokÃ³Å‚ nas. Wiedza o spoÅ‚eczeÅ„stwie. 2 klasa gimnazjum, KrakÃ³w 2000.
Rapley T., Doing Conversation, Discourse and Document Analysis, Londonâ€“Los Angelesâ€“New Delhiâ€“Singaporeâ€“Washington D. C 2007.
Rubacha K., Metodologia badaÅ„ nad edukacjÄ…, Warszawa 2008.
Szkudlarek T., Pedagogika krytyczna [in:] Z. KwieciÅ„ski, B. Åšliwerski, Pedagogika. PodrÄ™cznik akademicki, t.1, Warszawa 2006.
Vroom V.H., Work and Motivation, New York 1964.
- There are currently no refbacks.