Taking issue with how the Work-integrated Learning discourse ascribes a dualistic meaning to graduate employability
نویسندگان
چکیده
Abstract Work-integrated Learning (WIL) is renowned for providing a bridge between ‘theory’ and ‘practice’ that fosters ‘employable graduates’. This study critically argues the WIL discourse continues to ascribe dualistic meaning graduate employability primarily contributes creating so-called theory–practice gap students. As an argument towards such conclusion, genealogical analysis of how idea operates in 87 present past official documents concerning Cooperative Education (Co-op) model used. Two accounts employability, antagonistic practice acclaiming account harmonious theory account, recur both documents. Both contribute gap, while latter also bridging it. The non-dualistic which involves knowing key becoming employable understanding research-based informal shape daily occupational work, could be useful alternative these accounts. because it encourage students see form knowledge manifested in, rather than disconnected from, this work. However, usual design, whereby universities workplaces outside are respectively institutionalised as places where learnt, not so much instrumental spreading but implies absent from work until they apply Thus, I discuss establishing physical and/or virtual countersites design potentially spread
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ژورنال
عنوان ژورنال: Higher Education
سال: 2021
ISSN: ['2616-9177', '2616-9169']
DOI: https://doi.org/10.1007/s10734-020-00650-y