02. Vocational Education and Training (VETNET)
Paper
Literacy for Labour - Realised Curriculum of the School Subject of Literacy in Competency-based VET in Finlan
Penni Pietilä1, Sirpa Lappalainen2
1University of Helsinki, Finland; 2University of Eastern Finland, Finland
Presenting Author: Pietilä, Penni;
Lappalainen, Sirpa
The paper is a case study about literacy school subject following competency-based curriculum in vocational education and training (VET). The analysis discusses vocationalism and labour focus which draw on ‘work relevant’ competencies – or ‘skills fetish’, as Wheelahan, Moodie & Doughney (2022) problematise competency-based education. Situated in competency-based qualification curriculum, we analyse how literacies manifest as (not) important and (not) useful knowledge during literacy lessons in VET, and how these perspectives associate gendered and classed meanings.The theoretical background of the paper lies on problematisations of theoretical knowledge in competency-based education (Wheelahan 2010), and sociocultural understandings on literacies as social practices (e. g. Barton & Hamilton 2000). We explore curriculum as it ‘realises’, meaning to comprise of everyday processes which intertwine institutional curriculum, its interpretation, interaction in the classroom, and students’ understandings (Doyle 1992). Two research questions guided our analysis: How does the curriculum for literacy realise during the lessons? How do literacies become framed during the literacy lessons?
In Finland, which is the context for the study, VET qualifications’ competency-base was reinforced in a policy reform in 2018. The qualifications should train students for vocational work but also ‘provide skills for active citizenship and tertiary study’ (§ 2, Act 531/2017). From the literacy point of view, the educational goal is to manage labour context specific literacy tasks but also gain agency in more decontextualised literacy settings and understand how these are related (cf. Ivanič, 2003). Currently, the focus of VET literacy curriculum is on situated practices in the world of work (e. g. using manuals, taking notes, jargon), (Finnish National Agency for Education, 2019). However, these situated literacies do not necessarily facilitate access in other complex textual worlds (e.g., reading/writing extensive texts, argumenting).
We draw on ethnographic fieldwork covering VET literacy curriculum, with upper secondary car mechanics and construction program students’ literacy lessons. These VET programs represent male dominated fields with low intake criteria and overrepresentation of working-class-based youth (Education Statistics Finland, 2022a; 2022b). A body of ethnographic studies conducted in such male-dominated fields rephrase students’ lack of motivation for schoolwork that stem from group situations and cultural beliefs of working-class ‘lads’ (Rosvall, 2015). In the Nordic educational policies, Mattias Nylund and colleagues (2018) found that core subjects (such as literacy, mathematics, and languages) are often not seen to be of interest to VET students. On the other hand, policies posit VET students as interested in their field of vocation and eager to start working life. The study suggests that these notions arise from ‘class prejudice’, related to VET students’ often working-class backgrounds. Our aim is to provide nuanced analysis on how literacies, including perspectives on them, are constructed during literacy lessons.
From our feminist ethnography perspective (Skeggs, 2001), educational interests and study do not happen in a vacuum but involve social meanings and hierarchies. Culturally, there is some incoherence with literacy situated in VET. Literacy associates with theoretical, and VET in general associates with practical, and these are often seen analogous with students’ educational interests. Overall, the dichotomy of theoretical and practical, and the relating dichotomised concepts, is persistent in upper secondary education in the Nordic countries. A choice between vocational and academically oriented general upper secondary education is often and stereotypically understood as a choice between ‘making’ and ‘thinking’. These dichotomies ground in classed stereotypes and simplified view on students, education and world of work (e. g. Lahelma 2009). Theoretical knowledge, represented for example by literacy, and its suitability for VET students is one layer of these dichotomies.
Methodology, Methods, Research Instruments or Sources UsedMethodologically, the paper draws from feminist ethnography (e. g. Lappalainen et. al. 2022; Skeggs 2001), and the analysis focuses on language use analysis of recurring classroom events.
We use ethnographic data produced with car mechanics and construction programs’ literacy lessons (fieldwork of 43 days, during the academic year of 2018–2020). The ethnographic data consists of fieldnotes from the literacy lessons and some vocational lessons, audio recorded interviews with students and teachers and other discussions in the school cafe, yard and staff rooms. In this paper, we focus on literacy curriculum, which Pietilä followed in three terms, during the period of 43 days.
In conducting this research, we rely on language use analysis. We see language as social, and part of the hierarchies which tie situations and events together (Blommaert & Jie, 2020). More precisely, language use is profoundly indexical, as it codes context specific social meanings and hierarchies and circulates discourses.
We follow the literacy curriculum during literacy lessons to see how and which contents are constructed as the standards, draw from teachers’ reasonings and contextualise our analysis with policies. As a result, we present an analysis on ‘realised curriculum’ meaning curricular contents, processes and logics (see Doyle 1992). Secondly, we analyse how teachers and students negotiated literacy and schoolwork during the lessons. For closer analysis, we chose fieldnotes covering talk on literacy. This talk consists of various meta commentaries on the relationships between students, teachers, literacy and VET (about meta commentaries in talk, see e. g. Winchatz 2018). We interpret how literacies are constructed as ‘suitable’ for the present students and therefore, the (textual) horizons that are constructed in the realised curriculum of literacy, respectively.
Conclusions, Expected Outcomes or FindingsOur findings highlight vocationalism and labour focus in the curriculum. In Finland, the aim of VET is to adopt necessary ‘competencies’ for work to qualify. The value of literacy manifested as market oriented and work relevant ‘usefulness’, and the literacy curriculum realised as delimited to labour contexts and topics. Core subjects, such as literacy, are expected to educate students for work but also for active citizenship and tertiary studies. However, in the followed classrooms, the curriculum for literacy realised as limited to work-related and context specific matters. Related to ‘useful’, instrumentality characterises the way literacy was explained, argued and valued in VET. Furthermore, for becoming a credible instrument for labour, literacy itself was negated, thus creating a paradox of literacy-not-literacy for literacy-for-labour.
During lessons, students and teachers framed literacies with gendered and classed meanings as they negotiated schoolwork. There was an imperative of motivation for conducting literacy schoolwork which draws on stereotypes of students not interested in literacy but in longing to labour. We were able to interpret an idea of ‘longing forlabour’ serving as background rationale in literacy study. These ideas lean on (presupposed) vocational interests, and an idea of a lack of interest in literacy, both based on notions of anti-school masculinities (Rosvall, 2015). Literacy is regarded as academic and feminine, which stereotypically does not fit with the masculine, working-class and anti-school VET student stereotype (Pietilä et al., 2021). Consequently, valuing labour over literacy offers a way to ‘mind the gap’ between working class VET students and educational objectives that are considered to be academic and therefore not of interest to VET students (see also Nylund et al., 2018). According to our analysis, the focus on labour draws also on competency based logics which comprises ideas of work relevancy and fragmentary competencies for qualifications.
ReferencesAct 531/2017, Finnish Government Law Act on Vocational Education and Training (531/2017) [Laki ammatillisesta koulutuksesta], https://www.finlex.fi/fi/laki/ajantasa/2017/20170531.
Blommaert, J., & Jie, D. (2020). Ethnographic fieldwork. KAUPUNKI: Multilingual Matters.
Barton, D. & Hamilton, M. (2000). Literacy practices. In D. Barton, M. Hamilton & R. Ivanič (Eds.). Situated literacies: reading and writing in context (pp. 7–15). London: Routledge.
Delamont, S. (2014.) Key Themes in the Ethnography of Education: Achievements and Agendas. London: SAGE Publications.
Doyle, W. (1992). Constructing curriculum in the classroom. In F. K. Oser, A. Dick & J. Patry (Eds.) Effective and resposible teaching (pp. 66–79). San Fransisco: Jossey-Bass.
Education Statistics Finland (2022a). Ammatillisen ja lukiokoulutuksen yhteishaku – pisterajat 2018 [Lowest in-take points for vocational and general upper secondary education in 2018] https://vipunen.fi/fi-fi/_layouts/15/xlviewer.aspx?id=/fi-fi/Raportit/Ammatillisen%20koulutuksen%20ja%20lukiokoulutuksen%20yhteishaku%20-%20pisterajat.xlsb.
Education Statistics Finland (2022b). Ammatillisen koulutuksen opiskelijat, koulutusala ja sukupuoli [Students in vocational education and training, vocational field and gender] https://vipunen.fi/fi-fi/_layouts/15/xlviewer.aspx?id=/fi-fi/Raportit/Ammatillinen%20koulutus%20-%20opiskelijat%20-%20koulutusala.xlsb.
Finnish National Agency for Education. (2019). Communication and interaction competence. https://eperusteet.opintopolku.fi/#/en/esitys/6810751/reformi/tutkinnonosat/6817729.
Ivanič, R. (2004). Discourses of writing and learning to write. Language and education, 18(3), 220–245.
Lahelma, E. (2009). Dichotomized metaphors and young people's educational routes. European Educational Research Journal, 8(4), 497–507.
Lappalainen, S., Hakala, K., Lahelma, E., Mietola, R., Niemi, A. M., Salo, U. M., & Tolonen, T. (2022). Feminist ethnography as ‘Troublemaker’in educational research: analysing barriers of social justice. Ethnography and Education, 1–19.
Nylund, M., Rosvall, P. Å., Eiríksdóttir, E., Holm, A. S., Isopahkala-Bouret, U., Niemi, A. M., & Ragnarsdóttir, G. (2018). The academic–vocational divide in three Nordic countries: Implications for social class and gender. Education Inquiry, 9(1), 97–121.
Pietilä, P., Tainio, L., Lappalainen, S., & Lahelma, E. (2021a). Swearing as a method of antipedagogy in workshops of rap lyrics for ‘failing boys’ in vocational education. Gender and Education, 33(4), 420–434.
Rosvall, P.-Å. (2015). ‘Lad’ research, the reproduction of stereotypes? Ethnographic dilemmas when researching boys from working-class backgrounds. Ethnography and Education, 10(2), 215–229.
Wheelahan, L. (2007). How competency‐based training locks the working class out of powerful knowledge: A modified Bernsteinian analysis. British Journal of Sociology of Education, 28(5), 637–651.
Wheelahan, L. (2010). Why knowledge matters in curriculum: A social realist argument. Routledge.
Wheelahan, L., Moodie, G., & Doughney, J. (2022). Challenging the skills fetish. British Journal of Sociology of Education, 43(3), 475–494.
02. Vocational Education and Training (VETNET)
Paper
Vocational Education and Training for Sustainable Development in Berlin's "Flagship Schools": A Transformative Design-Based Research Project
Marc Casper1, Petra Gerlach2, Christina Ayazi3
1Humboldt-Universität zu Berlin; 2Senate Department for Education, Berlin; 3EPIZ – Center for Global Citizenship Education, Berlin
Presenting Author: Casper, Marc;
Gerlach, Petra
With the “European Green Deal”, environmental degradation and climate change gain increased political and public attention in Europe (European Commission 2023). Many institutions and enterprises have implemented sustainability activities, although tending to oversimplify “sustainability” by reducing it to environmentalist terms and efficiency of resources. However, both small and large organizations also need to address economic and social requirements in order to be “sustainable” in the sense of long-term success and responsibility. On the one hand, demand for alternative resources and products is rising, leading to changes in business models and market approaches. On the other hand, social movements such as „Fridays for Future” emphasize the changing value systems of young people, indicating that true corporate responsibility (both ecological and social) will be of increased importance for attracting qualified and motivated apprentices across Europe and beyond.
In Germany, education is understood to enable competences and sustainable structures (cf. Deutscher Bundestag 2017). Especially “vocational education and training for sustainable development” (VET-ESD) is promoted as a key factor, since a qualified workforce drives innovation and transformation. One example: the German transition to renewable energy (“Energiewende”) is significantly executed by qualified vocational workers (vgl. Hemkes et al. 2013). Considering the scope of the United Nations’ 17 Sustainable Development Goals (https://sdgs.un.org/goals), every vocation can contribute to sustainability in specific ways. Every step of a value chain offers possibilities to promote – or impede – sustainable developments, from raw materials, production and logistics to services and waste/disposal tasks.
How can these complex and domain-specific capabilities be identified and operationalized for vocational education curricula? In German VET, a multi-stakeholder approach to deriving vocational curricula is applied. Whenever curricula for a certain vocational domain are developed or updated, a group of representatives of different stakeholders enters discussion, managed by the Federal Institute for Vocational Education and Training (“Bundesinstitut für Berufsbildung”, BIBB). While arguing in the interest of their stakeholders, the representatives in such committees draw knowledge from work research, current expertises, and pilot projects. Due to this discursive mode, modernizing official vocational curricula can be a long and cumbersome political process. Vocational schools, on the other hand, have to address students’ and apprentices’ needs in a changing world as immediately as possible in order to fulfill their educational missions.
In order to address these challenges, a network of three vocational schools in Berlin partnered with Humboldt-University, the NGO EPIZ – “Center for Global Citizenship Education” and the Senate Department for Education, which is responsible for teacher training. As “Flagship Schools for Sustainability”, they aim to develop innovative school-specific curricula and learning settings for sustainability in their respective vocations, which are: social security clerks at Hermann-Scheer-School, gardeners at Peter-Lenné-School and mechanics at Georg-Schlesinger-School. The diversity of these vocations (administration, “green”, and industrial domains) represents that sustainability is indeed relevant in all vocations, but with very different aspects. It also offers the possibility to research similarities and differences in curriculum development, aiming at generalizable knowledge such as transferrable design principles, to be applied to other vocations and schools in the future. With this aim, the academic partners in the network structure these development processes as design-based research projects (cf. McKenny/Reeves 2018) with a continuous flow of information, knowledge and feedback. This paper will delineate the applied curriculum development strategy, which is based on successful prior projects in different domains such as trade and logistics (Casper et al. 2021) and food production (Kastrup et al. 2021). Results to be presented are analytical competence frameworks for sustainability in the selected vocations and exemplary learning settings designed by participating teachers, as well as “lessons learned” considering prerequisites and design-principles for similar endeavors.
Methodology, Methods, Research Instruments or Sources UsedThis paper follows the pragmatic methodology of the design-based research approach (cf. McKenney/Reeves 2018). The project partners equally pursue theory formation, verification and application. With this understanding, the analysis of individual innovative cases would lead to overarching theoretical findings from and about practice. The three schools and their respective development projects are such individual cases from which area-specific theories (i.e. models of sustainability-related vocational competences), situation-specific solutions (i.e. learning tasks) and transferrable design principles were developed. The well-tested strategy applied here for identifying sustainability-related vocational competences emerged from prior German projects in other domains (Casper et al. 2021, Kastrup et al. 2021). It follows six steps:
(1) Associatively COLLECT aspects of sustainability in the given vocation.
(2) DEFINE domain-specific tasks and process profiles concerning sustainable development and use these to specify the competence framework blueprint.
(3) STRUCTURE the collected aspects by assigning them to slots of the specified VET-ESD framework.
(4) FORMULATE vocational competences as learning objectives for selected slots of the framework.
(5) ASSIGN these competences to given (if necessary: new) curriculum positions and sections of the respective educational standards documents.
(6) CHECK whether crucial aspects have been missed, with special regards to the Sustainable Development Goals and slots of the framework which have yet been left empty.
After defining competences and learning objectives, learning settings and tasks can be developed, applying teachers‘ professional knowledge and sustainability-specific didactical principles such as those proposed by Schütt-Sayed et al. (2021).
Conclusions, Expected Outcomes or FindingsThe core results presented here are the three vocation-specific competence frameworks, which are defined by an X-axis with integrated competence dimensions, i.e. “Sustainability Competences for …”:
a) … product- and process-related expertise;
b) … social responsibility; and
c) … empowerment and identification;
and a Y-axis with hierarchical fields of action, i.e.
i) … job-related work processes;
ii) … entrepreneurial and organizational decisions; and
iii) … social developments and political decisions.
These categories result in a three-by-five matrix with 15 competence slots for each of the three selected vocations. For each vocation, exemplary learning tasks will be presented to show how teachers operationalize the identified competences and to illustrate prerequisites, challenges and principles of curriculum development, such as school project group facilitation, workshop setups, and design templates for learning tasks.
ReferencesCasper, M; Schütt-Sayed, S.; Vollmer, T. (2021). Nachhaltigkeitsbezogene Gestaltungskompetenz in kaufmännischen Berufen des Handels. In: C. Melzig, W. Kuhlmeier und S. Kretschmer (Ed.): Berufsbildung für nachhaltige Entwicklung. Die Modellversuche 2015–2019 auf dem Weg vom Projekt zur Struktur. Bonn: Barbara Budrich, p. 179–199.
Deutscher Bundestag (2017). Bericht der Bundesregierung zur Bildung für nachhaltige Entwicklung - 18. Legislaturperiode. Berlin: Heenemann. – URL: http://dipbt.bundestag.de/dip21/btd/18/136/1813665.pdf (30.01.2023)
European Commission (2023). A European Green Deal. Striving to be the first climate-neutral continent. URL: https://commission.europa.eu/strategy-and-policy/priorities-2019-2024/european-green-deal_en (30.01.2023)
Hemkes, B.; Kuhlmeier, W.; Vollmer, T. (2013). Der BIBB-Förderschwerpunkt „Berufliche Bildung für eine nachhaltige Entwicklung" - Baustein zur Förderung gesellschaftlicher Innovationsstrategien. In: BWP 6/2013, 28–31. – URL: https://www.bibb.de/veroeffentlichungen/de/bwp/show/7168
Kastrup, J.; Kuhlmeier, W.; Strotmann, C. (2021). Entwicklung nachhaltigkeitsbezogener Kompetenzen in der Ausbildung. Ein Strukturmodell für Lebensmittelhandwerk und -industrie. In: BWP - Berufsbildung in Wissenschaft und Praxis (3), p. 24–27.
McKenney, S.; Reeves, T. C. (2018). Conducting educational design research. London: Routledge.
Schütt-Sayed, S.; Casper, M.; Vollmer, T. (2021). Mitgestaltung lernbar machen – Didaktik der Berufsbildung für nachhaltige Entwicklung. In: C. Melzig, W. Kuhlmeier und S. Kretschmer (Ed.): Berufsbildung für nachhaltige Entwicklung. Die Modellversuche 2015–2019 auf dem Weg vom Projekt zur Struktur. Bonn: Barbara Budrich, p. 200–227.
02. Vocational Education and Training (VETNET)
Paper
Neutral VET in a Polarising World? Teachers’ Pedagogical Approaches to Addressing Controversial Global Issues in Upper Secondary VET in Finland
Riikka Suhonen1, Antti Rajala2, Hannele Cantell1, Arto Kallioniemi1
1University of Helsinki, Finland; 2University of Eastern Finland, Finland
Presenting Author: Suhonen, Riikka
Vocational students’ limited access to civic learning has been a continuing concern (Rosvall & Nylund, 2022; Wheelahan, 2015). Misinformation, disinformation and the growth of populism and neo-nationalism globally are making this question even more topical. Students encounter conflicting views on social media and may pose spontaneous questions to their teachers on various issues, such as how to respond to the climate crisis, migration, or matters of gender equality and equity (Cassar et al., 2021; Dadvand et al., 2022). What teachers do when faced with these kinds of controversial global issues plays a crucial role also in vocational education and training (VET) where critical thinking has been emphasised less than in the academic track (Rönnlund et al., 2019; Zuurmond et al., 2023).
In Finland, the school-based upper secondary VET is popular, with nearly half of the 16-year-old young people continuing their studies in the vocational track. Many adults also enter VET. When compared to the academic track, vocational students have more diverse backgrounds in terms of socioeconomic status, academic achievement, political attitudes, age, gender, mother tongue, or ethnicity. This heterogeneity provides an interesting research context for the focus of this paper, addressing controversial global issues in education.
Ethical and critical reflection as well as global responsibility feature among the ‘underlying values’ of all initial vocational qualifications in Finland. Yet, little is known about how VET teachers apply these values in practice. Recent studies have emphasised how Finnish VET teachers want to educate students for a good life, citizenship and social participation, fostering students’ growth more holistically beyond the immediate needs of the world of work (Löfgren et al., 2022; Ryökkynen & Räty, 2022). At the same time, teachers are struggling with the growing demands for efficiency, individualisation and fast graduation that constrain teachers’ possibilities to support students (Niemi & Jahnukainen, 2019).
Studies on teaching controversial issues in VET are limited. In other educational contexts, addressing controversial issues has been seen to develop learners’ critical thinking and democratic competences when provided an open classroom climate for dialogue, dissent, and reflection on diverse views (Hess & McAvoy, 2015). Yet, particularly in pluralistic and polarising societies, teachers struggle with fostering this openness while ensuring the safety of marginalised or minority students (Pace, 2021). Although ways to organise VET differ between countries, these educational needs and challenges are widely shared across different socio-political contexts.
Our paper addresses the gaps in the literature with these two research questions:
(1) How do VET teachers describe their pedagogical approaches to addressing controversial global issues?
(2) What differences can be found between VET teachers’ pedagogical approaches to addressing controversial global issues?
Our study draws from research on teaching of controversial issues (Gindi & Erlich, 2018; Hess & McAvoy, 2015; Pace, 2021) as well as from critical global citizenship education stressing the need to question assumptions, learn from others, and encounter difficult knowledge (Blackmore, 2016). The paper contributes to the discussion on the civic aims of VET, and on how school settings can provide the time and space for students to also participate in debates on societal controversies (Rosvall & Nylund, 2022; Wheelahan, 2015).
Methodology, Methods, Research Instruments or Sources UsedOur study employed a mixed-method approach both in terms of data collection and analysis. The data was gathered through an online questionnaire for teachers (N=187) in March-April 2022 and four focus group discussions (FGDs) with teachers (N=12) in September-October 2022. Study participants included both vocational and common subject teachers from upper secondary VET schools in Finland.
Questionnaire items included questions and statements using a 5-point Likert scale (1. not at all, 2. little, 3. to some extent, 4. much, 5. very much), multiple-choice questions and open-ended questions focusing on teaching of global issues, and in the second part of the questionnaire, particularly on controversial global issues. Survey responses were anonymous.
The largest respondent group in the survey were teachers of technology (n = 35, 19%) followed by teachers of common units in communication and interaction competence (n = 33, 18%). All fields of teaching, geographical regions and different age groups were represented among the survey respondents.
Participants for the FGDs were mainly recruited among survey respondents who had expressed interest to participate, leaving their contact details on a separate form. Most participants identified as female (8/12) and had Master's level education (11/12). Participants taught both vocational and common units.
Building on the survey responses, the FGDs concentrated on controversial global issues that the participants had encountered in their teaching and interaction practices within VET. Participants were asked to describe challenges and opportunities related to their experiences in dealing with controversial issues with their students, talk about the characteristics of their student groups, and share their needs and hopes on the issues they would like to tackle with their students. Each FGD included two to four participants from different VET schools and fields of study. The verbatim transcriptions of the focus group material comprise 189 pages with a total recorded length of five hours and 42 minutes.
Participants were presented with information on the research and GDPR, following the ethical guidelines of the Finnish National Board on Research Integrity (2019).
The survey results were analysed through descriptive and inferential statistical methods. Thematic analysis (Braun & Clarke, 2022) was used to analyse the open-ended survey answers as well as the FGDs. The analytical framework was built on previous research on teachers’ pedagogical approaches, dividing them into teacher-initiated, student-initiated, and silencing or avoiding controversial issues (Cassar et al., 2021; Hess & McAvoy, 2015).
Conclusions, Expected Outcomes or FindingsThe findings show that the participating VET teachers generally listen to students’ wishes to engage also with controversial global issues. They stressed the need to remain neutral and avoid ‘preaching about climate’ or expressing political views. However, teachers also recognised the growing prevalence of conspiracy beliefs, antisemitism and questioning of gender equality among students. Extreme views in terms of offensive content, and not only of the tone of speaking, pose challenges to teachers wanting to maintain a balanced, neutral approach (Hess & McAvoy, 2015). In these cases, teachers described their efforts to challenge students’ rigid views by providing factual knowledge and incorporating multiple perspectives into the discussion.
Statistically significant differences were found between teachers’ pedagogical approaches. Teachers of technology stood out as a group that discussed less both societal and global issues with their students. They also encouraged students less to express and justify their views on contradictory societal questions. Teachers of health and wellbeing and teachers of common units of citizenship and working life competence were more likely to discuss divisive questions and values with their students. The statement on educating students to question the prevalent society divided participants the most (M = 2.69, SD = 0.98), with technology teachers agreeing the least (M = 2.27), and teachers of arts and humanities (M = 3.21), health and wellbeing (M = 3.12) and common units of citizenship and working life competence (M = 3.04) the most with the statement.
The study highlights that not only common subject teachers, but also vocational teachers encounter controversial global issues in their teaching. VET teachers are well placed to resist neo-nationalism, mis- and disinformation, and eroding social trust, but they need more time and pedagogical training on how to develop critical thinking and democratic dialogue with diverse student groups.
ReferencesBlackmore, C. (2016). Towards a pedagogical framework for global citizenship education. International Journal of Development Education and Global Learning, 8(1), 39–56. https://doi.org/10.18546/IJDEGL.8.1.04
Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE.
Cassar, C., Oosterheert, I., & Meijer, P. C. (2021). The classroom in turmoil: Teachers’ perspective on unplanned controversial issues in the classroom. Teachers and Teaching, 27(7), 656–671. https://doi.org/10.1080/13540602.2021.1986694
Dadvand, B., Cahill, H., & Zembylas, M. (2022). Engaging with difficult knowledge in teaching in post-truth era: From theory to practice within diverse disciplinary areas. Pedagogy, Culture & Society, 30(3), 285–293. https://doi.org/10.1080/14681366.2021.1977985
Finnish National Board on Research Integrity TENK. (2019). Guidelines for ethical review in human sciences. https://tenk.fi/en/advice-and-materials/guidelines-ethical-review-human-sciences
Gindi, S., & Erlich, R. R. (2018). High school teachers’ attitudes and reported behaviors towards controversial issues. Teaching and Teacher Education, 70, 58–66. https://doi.org/10.1016/j.tate.2017.11.006
Hess, D. E., & McAvoy, P. (2015). The political classroom: Evidence and ethics in democratic education. Routledge.
Löfgren, S., Ilomäki, L., & Toom, A. (2022). Teachers’ perceptions on relevant upper-secondary vocational graduate competencies and their development. Nordic Journal of Vocational Education and Training, 12(2). https://doi.org/10.3384/njvet.2242-458X.2212298
Niemi, A.-M., & Jahnukainen, M. (2019). Educating self-governing learners and employees: Studying, learning and pedagogical practices in the context of vocational education and its reform. Journal of Youth Studies, 1–18. https://doi.org/10.1080/13676261.2019.1656329
Pace, J. L. (2019). Contained risk-taking: Preparing preservice teachers to teach controversial issues in three countries. Theory & Research in Social Education, 47(2), 228–260. https://doi.org/10.1080/00933104.2019.1595240
Pace, J. L. (2021). Hard questions: Learning to teach controversial issues. Rowman & Littlefield.
Rönnlund, M., Ledman, K., Nylund, M., & Rosvall, P.-Å. (2019). Life skills for ‘real life’: How critical thinking is contextualised across vocational programmes. Educational Research, 61(3), 302–318. https://doi.org/10.1080/00131881.2019.1633942
Rosvall, P.-Å., & Nylund, M. (2022). Civic education in VET: Concepts for a professional language in VET teaching and VET teacher education. Journal of Vocational Education & Training, 1–20. https://doi.org/10.1080/13636820.2022.2075436
Ryökkynen, S., & Räty, K. (2022). Vocational special needs teachers promoting inclusion in Finnish vocational education and training. Nordic Journal of Comparative and International Education (NJCIE), 6(3). https://doi.org/10.7577/njcie.4838
Wheelahan, L. (2015). Not just skills: What a focus on knowledge means for vocational education. Journal of Curriculum Studies, 47(6), 750–762. https://doi.org/10.1080/00220272.2015.1089942
Zuurmond, A., Guérin, L., van der Ploeg, P., & van Riet, D. (2023). Learning to question the status quo. Critical thinking, citizenship education and Bildung in vocational education. Journal of Vocational Education & Training, 1–20. https://doi.org/10.1080/13636820.2023.2166573
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