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dc.contributor.authorAvis, James
dc.date.accessioned2020-10-28T11:47:16Z
dc.date.available2020-10-28T11:47:16Z
dc.date.issued2018-08-21
dc.identifier.citationAvis, J., (2018). 'Socio-technical imaginary of the fourth industrial revolution and its implications for vocational education and training: A literature review'. Journal of Vocational Education & Training, 70(3), pp. 337-363.en_US
dc.identifier.issn1363-6820
dc.identifier.doi10.1080/13636820.2018.1498907
dc.identifier.urihttp://hdl.handle.net/10545/625299
dc.description.abstractThis literature review engages with a diverse and sometimes contradictory body of work, employing an analytic stance rooted in policy scholarship. It discusses rhetorical constructions of the Fourth Industrial Revolution (4th IR), locating these in understandings of the economy rooted in a neo-liberalism which rests upon a capitalist terrain. The 4th IR is an ideological construct which reflects specific material interests and has particular implications for education and training. The 4th IR’s association with digitalisation and artificial intelligence is ambivalent. For some writers, this leads to technological unemployment while for others, even though there is labour market disruption, there is no employment crisis that cannot be resolved. The strong connection between the 4th IR and labour market requirements is softened by those writers who adopt a qualitative analysis of advanced manufacturing work. These scholars suggest that the relationship between technology and skill is rather more complex than the protagonists of technological unemployment describe. Neo-Marxist writers develop a qualitatively different account of the current conjuncture to the imaginary of the 4th IR. In this instance, the analysis turns towards the elimination of labour from paid employment, together with the falling rate of profit and bypasses the former arguments. This review concludes by arguing that technology and artificial intelligence are entwined with social relations, being sites of class struggle. How this is played out is an outcome of the balance of power, not only within the social formation but also globally. How far the development of the forces of production is compatible with capitalist relations is a moot point, as this is also a site of struggle. The paper draws out the implications for VET and considers progressive educational responses. However, such a practice needs to be set within a broader politics that is committed to the development of a socially just society.en_US
dc.description.sponsorshipJVETen_US
dc.language.isoenen_US
dc.publisherInforma UK Limiteden_US
dc.relation.urlhttps://www.tandfonline.com/doi/abs/10.1080/13636820.2018.1498907?journalCode=rjve20en_US
dc.relation.urlhttps://pure.hud.ac.uk/en/publications/socio-technical-imaginary-of-the-fourth-industrial-revolution-anden_US
dc.subjectEducationen_US
dc.subjectLiterature review,en_US
dc.subjectThe fourth Industrial revolutionen_US
dc.titleSocio-technical imaginary of the fourth industrial revolution and its implications for vocational education and training: a literature reviewen_US
dc.typeArticleen_US
dc.identifier.eissn1747-5090
dc.contributor.departmentUniversity of Huddersfielden_US
dc.identifier.journalJournal of Vocational Education & Trainingen_US
dc.identifier.pii10.1080/13636820.2018.1498907
dc.source.journaltitleJournal of Vocational Education & Training
dc.source.beginpage1
dc.source.endpage27
dcterms.dateAccepted2018-07-02
dc.author.detail300101en_US


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