RAPPORT
WWW.RECORDINGACHIEVEMENT.ORG
Issue 1 (2015)
In re-conceptualising work-based learning the
brokering role of academics who supervise work
based
learning
could
be
re-examined,
conceptually or practically. More active brokering
from academics might be a useful way to (re)connect with industry, particularly on vocational
programmes.
Lea (2005) suggests an examination of the way in
which different language practices might
contribute to marginalisation and exclusion as a
form of alignment or misalignment with practice.
It is worth considering how students already
engage with a variety of idealised communities of
practice. The dominant discourse and language
used in an idealised ‘academic CoP’ or in higher
education more generally within a ‘student CoP’
might both be very different from the language
practice and discourse students experience within
an ‘industry CoP’ through work-based learning.
There are clear similarities with both Bourdieu
(1984, 1986) and Bernstein’s (1971) theorisation
of language codes and their inclusionary or
exclusionary effects. The notion of multimembership of CoPs and the nature of language
used in the ‘academic CoP’, the ‘student CoP’,
and the ‘industry CoP’ suggests students wil