Differentiating knowledge, differentiating (occupational) practice

Hordern, J (2016) 'Differentiating knowledge, differentiating (occupational) practice.' Journal of Vocational Education & Training, 68 (4). pp. 453-469. ISSN 1363-6820

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Official URL: http://dx.doi.org/10.1080/13636820.2016.1234506


This paper extends arguments for differentiating knowledge into conceptualisations of occupational practice. It is argued that specialised forms of knowledge and practice require recognition and differentiation in ways that many contemporary approaches to practice theory deny. Drawing on Hager’s interpretation of MacIntyre is it suggested that occupational practices are differentiated from non-occupational practices by their ‘purposiveness’, and by how their internal and external goods relate. Furthermore, we can differentiate within the category of occupational practices by (i) the character and extent of specialised knowledge that underpins the practice, and by (ii) how socio-epistemic and institutional conditions shape how knowledge is recontextualised within the practice. This leads to an outline differentiation between forms of specialised and non-specialised occupational knowledge and practice.

Item Type: Article

First published online on 20 September 2016 ahead of its inclusion in a specific issue.

Keywords: learning in the professions; workplace learning; philosophy of VET; curriculum innovation; vocational education & training
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Divisions: School of Education
Identification Number: https://doi.org/10.1080/13636820.2016.1234506
Date Deposited: 22 Sep 2016 09:03
Last Modified: 15 Aug 2021 09:43
URI / Page ID: https://researchspace.bathspa.ac.uk/id/eprint/8266
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