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    Race and vocational education and training in England

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    Authors
    Avis, James cc
    Orr, kevin
    Warmington, Paul
    Affiliation
    University of Huddersfield
    University of Warwick
    Issue Date
    2017-06-05
    
    Metadata
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    Abstract
    Black and minority ethnic students (BME) are a significant constituency in vocational education and training (VET) and FE in England. Despite this recent research on race and VET has become a marginal concern. Insofar as current VET research addresses social justice, race appears to be a supplementary concern. Although there is a substantial literature addressing race and education, this focuses primarily on schools and higher education. This paper examines why there is a need to develop a research agenda that analyses participation, outcomes and experiences of BME VET students, particularly those on ‘non-advanced’ programmes (equivalent to European Qualification Framework Level 1–3) with uncertain labour market outcomes and who are arguably being ‘warehoused’ in low status courses. The paper reflects on the historically specific reasons for the dearth of research on race and VET, drawing on a scoping exercise of the literature to evidence this. We conclude by offering a provisional analysis that identifies recent shifts in participation among BME groups, locating this in its socio-economic and historical context. Our analysis reaffirms that VET remains a significant educational site for BME groups, but it is a complex racialised site which makes the current neglect of race and VET in academic research deeply problematic.
    Citation
    Avis, J., Orr, K., and Warmington, P. (2017). 'Race and vocational education and training in England'. Journal of Vocational Education and Training, 69(3). pp. 292-310.
    Publisher
    Informa UK Limited
    Journal
    Journal of Vocational Education & Training
    URI
    http://hdl.handle.net/10545/625301
    DOI
    10.1080/13636820.2017.1289551
    Additional Links
    https://www.tandfonline.com/doi/abs/10.1080/13636820.2017.1289551
    http://eprints.hud.ac.uk/id/eprint/31059
    Type
    Article
    Language
    en
    ISSN
    1363-6820
    EISSN
    1747-5090
    ae974a485f413a2113503eed53cd6c53
    10.1080/13636820.2017.1289551
    Scopus Count
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    Institute of Education

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