Technical and vocational education and training (TVET) has historically been viewed through a human capital ideological lens, one which strives for a skilled labor force that works to secure national economic prosperity. However, TVET can be more than a mechanism through which to supply workers for an insatiable market, or a tool for global economic competitive advantage. This doctoral study employs a critical ethnographic approach from the qualitative research paradigm to analyze cultural contexts, exposing power and social injustice through the personal narratives of the author-researcher. The research seeks to illustrate a professional knowledge landscape through a series of vignettes about personal lived experience, the practice of teaching, and the execution of educational administration, in order to meaningfully engage educators and administrators in a critical interrogation of the potential for a humanistic, transformative, and emancipatory education through TVET. The findings of the study suggests that vocational and technical curriculum have the potential to promote democratic ways of understanding and being that have significant impacts on society, and that personal experiences and histories, when excavated and analyzed through a critical lens, can serve as rich sites for nurturing critical consciousness and formulating sociopolitical positionality in TVET educators.
|Commitee:||Pichon, Henrietta, Huerta-Charles, Luis, Reyes, Loui-Vicente|
|School:||New Mexico State University|
|Department:||Curriculum and Instruction|
|School Location:||United States -- New Mexico|
|Source:||DAI-A 81/3(E), Dissertation Abstracts International|
|Subjects:||Curriculum development, Educational administration, Middle Eastern Studies, Vocational education|
|Keywords:||Autoethnography, Conscientization, Critical pedagogy, MENA, Qatar, TVET|
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