This study examines the implications of the articulations of the Educator Assistant programme (Den Pædagogiske Assistentuddannelse) and the consequences these articulations have for its students and the graduates, focusing on how they are positioned and which actions are made available for them through the articulations in the empirical material. The material which is examined is Den Pædagogiske Assistent -‐ En pædagogisk håndværker (2014), an anthology released by FOA, and the material on University College UCC’s homepage, the provider of the education.
The problem is examined through a Foucault inspired discourse analysis. It is mainly through his theory and his analytical focus points -‐ the formation of strategies, objects, modalities and concepts, which are elaborated in The Archaeology of Knowledge (Vidensarkæologien -‐ 2005) that the foundation of this analysis is built on. These analytical focus points are given a further illustration in the book Diskurs og Praksis -‐ teori, metode og analyse (2016).
The study shows that the large focus on upskilling of pedagogical staff and on using the education as a springboard for further education, can cause implications for the younger group of students and the graduated with little or no experience on the job market. They are excluded from the positive narrative of the education and this makes it difficult for them to position themselves on the job marked and hence reduces their options of actions. The large focus on using the education as a springboard for further education also has the implication that the education is not seen as having value in itself. The results also show that there is a problem defining the work area for the graduates to occupy. It is not defined how they are to use their acquired theoretical knowledge in cooperation with the other staff, and this reduces their area of work to very practical and physical work.
|Uddannelser||Pædagogik og Uddannelsesstudier, (Bachelor/kandidatuddannelse) Kandidat|
|Udgivelsesdato||31 dec. 2017|