Refugees and access to vocational education and training across Europe: a case of protection of white privilege?

Article


Chadderton, C. and Edmonds, C. 2015. Refugees and access to vocational education and training across Europe: a case of protection of white privilege? Journal of Vocational Education & Training. 67 (2), pp. 136-152.
AuthorsChadderton, C. and Edmonds, C.
Abstract

This small-scale, highly original study connects themes which are rarely explored in relation to each other, particularly in a European context: vocational education and training (VET), refugees and race equality, in order to explore how VET policies impact on racial equality, and the ways racial structures in Europe impact on VET. It begins to fill important gaps in cross-European research, firstly around VET and race, and secondly around refugees and VET. The paper is based on a study which examined the meso-social benefits of, and barriers to VET for adult refugees to European countries, commissioned by CEDEFOP, the agency funded by the European Commission to promote the development of VET in the European Union. In the paper we argue that a key factor in shaping refugees’ experiences of VET, are the racial structures integral to capitalist societies. Innovatively drawing on key literature which analyses white privilege in the labour market to contextualise our findings, we suggest that barriers faced by refugees are potentially related to structures of white privilege which shape notions of work and workers in Europe and sustain racial hierarchies.

JournalJournal of Vocational Education & Training
Journal citation67 (2), pp. 136-152
ISSN1747-5090
1363-6820
Year2015
PublisherTaylor & Francis
Accepted author manuscript
License
CC BY-ND
Web address (URL)http://dx.doi.org/10.1080/13636820.2014.922114
Publication dates
Print2015
Publication process dates
Deposited11 Jun 2014
FunderCEDEFOP
Copyright informationThis is an Accepted Manuscript of an article published by Taylor & Francis Group in Journal of Vocational Education & Training] on 6 June 2014, available online at: http://www.tandfonline.com/10.1080/13636820.2014.922114
Permalink -

https://repository.uel.ac.uk/item/857qy

Download files


Accepted author manuscript
  • 196
    total views
  • 835
    total downloads
  • 4
    views this month
  • 45
    downloads this month

Export as

Related outputs

Career Education and Guidance and Race (In)Equality in England
Chadderton, C. 2020. Career Education and Guidance and Race (In)Equality in England. in: Hooley, T., Sultana, R. and Thomsen, R. (ed.) Career Guidance for Social Justice: Reclaiming Justice for the Multitude Routledge.
School surveillance: primary and secondary schools
Chadderton, C. 2018. School surveillance: primary and secondary schools. in: Arrigo, Bruce A. (ed.) The SAGE Encyclopedia of Surveillance, Security, and Privacy SAGE.
Higher Education and counter-terrorism in the state of exception: the case of England
Chadderton, C. 2017. Higher Education and counter-terrorism in the state of exception: the case of England. Jahrbuch für Pädagogik. 2017 (1), pp. 161-176. https://doi.org/10.3726/JP2017.09
UK Secondary Schools Under Surveillance: What are the Implications for Race? A Critical Race and Butlerian Analysis.
Chadderton, C. 2015. UK Secondary Schools Under Surveillance: What are the Implications for Race? A Critical Race and Butlerian Analysis. in: Kupfer, Antonia (ed.) Power and Education: Contexts of Oppression and Opportunity Palgrave Macmillan UK. pp. 128-145
Designing emergency preparedness resources for children with autism
Edmonds, C. 2016. Designing emergency preparedness resources for children with autism. International Journal of Disability, Development and Education. 64 (4), pp. 404-419. https://doi.org/10.1080/1034912X.2016.1264577
Community response in disasters: an ecological learning framework
Preston, J., Chadderton, C., Kitagawa, K. and Edmonds, C. 2015. Community response in disasters: an ecological learning framework. International Journal of Lifelong Education. 34 (6), pp. 727-753.
Parents talking everyday science with young children
Lloyd-Reichling, E., Edmonds, C., Downs, Celony, Crutchley, Rebecca, Paffard, Fran, Amfo, Grace and Silvers, Vikki 2015. Parents talking everyday science with young children. University of East London. https://doi.org/10.15123/PUB.4729
Preparing for disaster: a comparative analysis of education for critical infrastructurecollapse
Kitagawa, K., Preston, J. and Chadderton, C. 2016. Preparing for disaster: a comparative analysis of education for critical infrastructurecollapse. Journal of Risk Research. 20 (11), pp. 1450-1465. https://doi.org/10.1080/13669877.2016.1178661
Volunteering, social cohesion and race: the German Technical Relief Service
Chadderton, C. 2016. Volunteering, social cohesion and race: the German Technical Relief Service. Voluntary Sector Review. 7 (3), pp. 233-249. https://doi.org/10.1332/204080516X14672980651609
Talking everyday science to very young children: a study involving parents and practitioners within an early childhood centre
Lloyd-Reichling, E., Edmonds, C., Downs, C., Crutchley, R. and Paffard, F. 2016. Talking everyday science to very young children: a study involving parents and practitioners within an early childhood centre. Early Child Development and Care. 187 (2), pp. 244-260. https://doi.org/10.1080/03004430.2016.1226355
Civil defence pedagogies and narratives of democracy: disaster education in Germany
Chadderton, C. 2015. Civil defence pedagogies and narratives of democracy: disaster education in Germany. International Journal of Lifelong Education. 34 (5), pp. 589-606.
The new statutory requirements in careers guidance in England and the implications for careers provision under the Coalition government
Chadderton, C. 2015. The new statutory requirements in careers guidance in England and the implications for careers provision under the Coalition government. London Review of Education. 13 (2), pp. 84-97.
Enhancing School-based Careers Work for Years 7-9
Chadderton, C. and Edmonds, C. 2014. Enhancing School-based Careers Work for Years 7-9. London University of East London, Cass School of Education and Communities. https://doi.org/10.15123/PUB.4074
Racialised norms in apprenticeship systems in England and Germany
Chadderton, C. and Wischmann, Anke 2014. Racialised norms in apprenticeship systems in England and Germany. Journal of Vocational Education & Training. 66 (3), pp. 330-347.
The ‘state of exception’ and disaster education: a multilevel conceptual framework with implications for social justice
Preston, J., Chadderton, C. and Kitagawa, K. 2014. The ‘state of exception’ and disaster education: a multilevel conceptual framework with implications for social justice. Globalisation, Societies and Education. 12 (4), pp. 437-456.
Collaboration and contestation in further and higher education partnerships in England: a Bourdieusian field analysis
Colley, Helen, Chadderton, C. and Nixon, Lauren 2014. Collaboration and contestation in further and higher education partnerships in England: a Bourdieusian field analysis. Critical Studies in Education. 55 (2), pp. 104-121.
The militarisation of English schools: Troops to Teaching and the implications for Initial Teacher Education and race equality
Chadderton, C. 2013. The militarisation of English schools: Troops to Teaching and the implications for Initial Teacher Education and race equality. Race Ethnicity and Education. 17 (3), pp. 407-428. https://doi.org/10.1080/13613324.2013.832937
Why teachers need to hear the voice and experience of the child with dyspraxia
Edmonds, C. 2013. Why teachers need to hear the voice and experience of the child with dyspraxia. Research in Teacher Education. 3 (1), pp. 5-10. https://doi.org/10.15123/uel.85x8v
Changing career guidance practice in Connexions: a question of ethics?
Colley, Helen, Chadderton, C. and Lewin, Cathy 2010. Changing career guidance practice in Connexions: a question of ethics? Career Guidance Today. 18 (3), pp. 33-37.
UK secondary schools under surveillance: the implications for race. A Critical Race and Butlerian analysis
Chadderton, C. 2012. UK secondary schools under surveillance: the implications for race. A Critical Race and Butlerian analysis. Journal of Critical Education Policy Studies. 10 (1).
Not capturing voices?
Chadderton, C. 2012. Not capturing voices? in: Czerniawski, Gerry and Kidd, Warren (ed.) The student voice handbook: Bridging the academic/ practitioner divide Bingley Emerald.
School-to-work transition services: marginalising ‘disposable’ youth in a state of exception?
Chadderton, C. and Colley, Helen 2012. School-to-work transition services: marginalising ‘disposable’ youth in a state of exception? Discourse: Studies in the Cultural Politics of Education. 33 (3), pp. 329-343.
Problematising the role of the white researcher in social justice research
Chadderton, C. 2012. Problematising the role of the white researcher in social justice research. Ethnography and Education. 7 (3), pp. 363-380.
Towards a research framework for race in education: critical race theory and Judith Butler
Chadderton, C. 2013. Towards a research framework for race in education: critical race theory and Judith Butler. International Journal of Qualitative Studies in Education. 26 (1), pp. 39-55.
Research in Teacher Education: Volume 3, No.1, April 2013
Czerniawski, G., Edmonds, C., Ameen, Ruhul, Herrington, N., Macklin, J., Ayres, D., Clarke, J., Menter, Ian, Kidd, W., Wells, D., Hassan, N., Tyrrell, C., Poon, Kokhung, Pye, T., Alexandrou, Alex and Mudd, Janine 2013. Research in Teacher Education: Volume 3, No.1, April 2013. The School of Education and Communities, University of East London. https://doi.org/10.15123/uel.89176