Abstract
Schools are sites of cultural politics. As such they are places where a sense of identity and value is both informed and contested. Work education is a particularly rich sphere of practice within which to explore these issues. This paper presents a particular version of a pedagogy for work education that supports our notion of a “project of possibility.” We argue that central to such a pedagogy is a practice that must acknowledge experience as legitimate curricular content while simultaneously challenging both its substance and its form. Several variations of how work experience is constituted by students are discussed and the pedagogical implications of each explored.
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