Beyond the Vocational/Academic Divide: Inclusion Through Craftwork and Embodied Learning

  • Terry Hyland


This chapter focuses on the vocational/academic divide which bedevils education systems across the world, and has especially disadvantageous implications for working-class students on vocational courses. Previous reconciliation strategies have included curriculum and assessment reform, the reorganisation of apprenticeships, and suggestions for alternative philosophical perspectives on the nature of work, education and training. This chapter argues that recent writings on craftwork, particularly the links between intellectual, ethical and manual activity, can inform the perennial debate on these issues. The idea that all learning is essentially embodied and the importance of the physical in generating key human characteristics is used to propose a more inclusive conception of education which may help to reconcile misguided divisions between theory and practice, intellectual and manual, body and mind.


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Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Terry Hyland
    • 1
  1. 1.Free University of IrelandDublinIreland

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