1) Taking into consideration the political and sociological ideologies about transitions from schooling to work (particularly in the trades), what are the tensions that exist among various perspectives on the purposes of schooling?
There are a few considerations, mainly political and sociological, in regard to the transitions from schooling to work, particularly in the trades along with some tensions about different perspectives on the purpose of schooling. The political ideology in the 1960’s and 1970’s stressed liberal reformism which is described by Spencer & Kelly as a combination of individualism and social welfare. This provided a link between fairer selection procedures to the needs of a more technical society. The sociological ideology, was likened as functionalism, which means that the more education, the better social position, and value in their individual achievement.
Before the Europeans came over to Canada, Aboriginal or indigenous people learned within their communities and from their families. This living was considered “organic to their way of life” (Spencer,2013). Work and learning about work at the beginning of the nineteenth century, began through family. Parents would relay information on what they needed to know. The majority of the information came from family, churches, Sunday schools and if they were servants, from the families that they served. There wasn’t a formal structure. Over the nineteenth century, learning from families and churches were