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Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training Practices

Gisselle Tur Porres Orcid Logo, Danny Wildemeersch, Maarten Simons

Sisyphus Journal of Education, Volume: 8, Issue: 3, Pages: 23 - 40

Swansea University Author: Gisselle Tur Porres Orcid Logo

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DOI (Published version): 10.25749/sis.19957

Abstract

The paper discusses the emancipatory potential of Uruguayan Vocational Educational and Training (VET) practices, usually associated with job discourses, skills and training. In doing so, we revisit Rancière’s work concerning intellectual emancipation to provide us with a guide to connect with the ph...

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Published in: Sisyphus Journal of Education
ISSN: 2182-8474 2182-9640
Published: Online Instituto de Educação da Universidade de Lisboa 2020
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URI: https://cronfa.swan.ac.uk/Record/cronfa57137
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last_indexed 2021-11-30T04:15:03Z
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spelling 2021-11-29T16:58:30.5219649 v2 57137 2021-06-16 Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training Practices 886cae437b38b635811092ecb7adb4b4 0000-0003-1494-0549 Gisselle Tur Porres Gisselle Tur Porres true false 2021-06-16 EDUC The paper discusses the emancipatory potential of Uruguayan Vocational Educational and Training (VET) practices, usually associated with job discourses, skills and training. In doing so, we revisit Rancière’s work concerning intellectual emancipation to provide us with a guide to connect with the phenomena studied, as a lens to look at and to problematize emancipation in concrete practices on a heuristic level.Thus, the paper is structured as follows. First, we describe the context of Uruguayan VET practices. Second, we discuss Rancière’s key concepts about emancipation in education. Third, we craft a conversation between the empirical and theoretical work, in view of exploring concrete VET practices from the axiom of equality. Last, the text concludes with a reflection on new meanings regarding Rancière’s intellectual emancipation that deserve further attention and allow us to identify other forms of emancipatory potential in VET practices, to move beyond its currently predominant functionalist understanding. Journal Article Sisyphus Journal of Education 8 3 23 40 Instituto de Educação da Universidade de Lisboa Online 2182-8474 2182-9640 Rancière; intellectual emancipation; vocational education and training 30 10 2020 2020-10-30 10.25749/sis.19957 COLLEGE NANME Education COLLEGE CODE EDUC Swansea University 2021-11-29T16:58:30.5219649 2021-06-16T10:32:49.4860313 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Gisselle Tur Porres 0000-0003-1494-0549 1 Danny Wildemeersch 2 Maarten Simons 3 57137__20172__fdb168e8fb7344868b20840a7f7826b8.pdf 19957-Article Text-81950-1-10-20201030 (1).pdf 2021-06-16T10:44:23.9310102 Output 349812 application/pdf Version of Record true true eng
title Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training Practices
spellingShingle Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training Practices
Gisselle Tur Porres
title_short Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training Practices
title_full Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training Practices
title_fullStr Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training Practices
title_full_unstemmed Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training Practices
title_sort Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training Practices
author_id_str_mv 886cae437b38b635811092ecb7adb4b4
author_id_fullname_str_mv 886cae437b38b635811092ecb7adb4b4_***_Gisselle Tur Porres
author Gisselle Tur Porres
author2 Gisselle Tur Porres
Danny Wildemeersch
Maarten Simons
format Journal article
container_title Sisyphus Journal of Education
container_volume 8
container_issue 3
container_start_page 23
publishDate 2020
institution Swansea University
issn 2182-8474
2182-9640
doi_str_mv 10.25749/sis.19957
publisher Instituto de Educação da Universidade de Lisboa
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
document_store_str 1
active_str 0
description The paper discusses the emancipatory potential of Uruguayan Vocational Educational and Training (VET) practices, usually associated with job discourses, skills and training. In doing so, we revisit Rancière’s work concerning intellectual emancipation to provide us with a guide to connect with the phenomena studied, as a lens to look at and to problematize emancipation in concrete practices on a heuristic level.Thus, the paper is structured as follows. First, we describe the context of Uruguayan VET practices. Second, we discuss Rancière’s key concepts about emancipation in education. Third, we craft a conversation between the empirical and theoretical work, in view of exploring concrete VET practices from the axiom of equality. Last, the text concludes with a reflection on new meanings regarding Rancière’s intellectual emancipation that deserve further attention and allow us to identify other forms of emancipatory potential in VET practices, to move beyond its currently predominant functionalist understanding.
published_date 2020-10-30T04:12:39Z
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score 11.037603

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