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’Technical Culture’ and Technical Education in France: a consideration of the work of Claude Grignon and its relevance to British further education curricula

’Technical Culture’ and Technical Education in France: a consideration of the work of Claude Grignon and its relevance to British further education curricula
’Technical Culture’ and Technical Education in France: a consideration of the work of Claude Grignon and its relevance to British further education curricula
This paper examines Claude Grignon's empirical study of lower levels of vocational education in France. The concepts of technical culture and the morality of technical processes are explored. Grignon argues that the hidden curriculum of the Lycee for vocational education (Lycee d'Enseignement Professionel) socialises students into a worldview in which social relations are conflated with technical relations, and take on the appearance of the certainly of technical processes. Social control is exerted by excluding the possibility of ambiguity and change from this deterministic frame of reference. In the second part of the paper we seek to show that some of Grignon's analytic concepts may offer useful perspectives for analysing British Further Education curricula, by applying the concepts of technical and ‘technicised’ culture to some recent developments in British Further Education curricula.
Grignon Sociology Education
0142-5692
145-160
Michael, Erben
5c72b25b-7c00-409d-a850-1a7654be0858
Hilary, Dickinson
1efaea09-d62b-4e5f-9210-2d5cb6d56c4e
Michael, Erben
5c72b25b-7c00-409d-a850-1a7654be0858
Hilary, Dickinson
1efaea09-d62b-4e5f-9210-2d5cb6d56c4e

Michael, Erben and Hilary, Dickinson (1982) ’Technical Culture’ and Technical Education in France: a consideration of the work of Claude Grignon and its relevance to British further education curricula. British Journal of Sociology of Education, 3 (2), 145-160. (doi:10.1080/0142569820030203).

Record type: Article

Abstract

This paper examines Claude Grignon's empirical study of lower levels of vocational education in France. The concepts of technical culture and the morality of technical processes are explored. Grignon argues that the hidden curriculum of the Lycee for vocational education (Lycee d'Enseignement Professionel) socialises students into a worldview in which social relations are conflated with technical relations, and take on the appearance of the certainly of technical processes. Social control is exerted by excluding the possibility of ambiguity and change from this deterministic frame of reference. In the second part of the paper we seek to show that some of Grignon's analytic concepts may offer useful perspectives for analysing British Further Education curricula, by applying the concepts of technical and ‘technicised’ culture to some recent developments in British Further Education curricula.

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Published date: 1982
Keywords: Grignon Sociology Education

Identifiers

Local EPrints ID: 26733
URI: https://eprints.soton.ac.uk/id/eprint/26733
ISSN: 0142-5692
PURE UUID: 711b8ce8-73b6-4ece-900f-68b631ec8587

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Date deposited: 10 Apr 2006
Last modified: 31 May 2018 16:31

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