Navigating the Boundaries between Home, Work, and School. Teaching Values and Literacies in VET

Abstract

Students in VET encounter complex demands when navigating across contexts. This study explores how teachers can support such students in navigating literacy practices and values across contexts. A teacher and a teacher educator constructed a third space for the exploration of academic, vocational, and out-of-school values and literacies. Data were derived from diary entries, e-mails, field notes, and an interview. Findings suggest that the construction of a third space requires processes of mapping, embodying, and brokering, and that both teachers and students can benefit from this approach, particularly in VET.