“Laboured Learning – Investigating challenged localities through a geography of vocational education” is Karin Topsø Larsen’s PhD thesis, published by Aalborg University in January 2017.
This thesis applies an approach that analyses the factors that influence the opportunity structures within the VET system as well as an approach that examines young people’s perceptions of their possibilities in relation to the concrete provision structures.
Based on a reading of existing research on the historical development of the VET system in relation to theories on processes of unequal development, this thesis analyses the factors and processes that affect the provision of VET education programmes in challenged localities. Empirically, the young students’ transition trajectories into and through the VET system is investigated through a combination of statistical analysis and interview-based studies. The statistical investigation analyses the mobility and education patterns of youth cohorts from three case municipalities
located in challenged localities in Denmark, including the young students’s use of the nearest vocational institution. The qualitative analysis is based on 23 narrative interviews of young vocational students about their transitions into and through the Basic and Main VET programmes.
Regional development, regional education planning and youth mobility imperatives.
Larsen, K.T.: Laboured Learning - Investigating challenged localities through a geography of vocational education systems. Presentation at NoRSA (Nordic Regional Studies Association), Karlstad University, 9th-10th March 2017.
Larsen, K.T.: Laboured Learning - Investigating challenged localities through a geography of vocational education systems. PhD defense May 4th 2017.
Larsen, K.T.: Rural challenges in vocational education in Denmark. Presentation at the conference "Changing ruralities: Nordregio Forum 2018", Lund, Sweden, 28th November 2018.