Developing vocational practice in the jewelry sector through the incubation of a new ‘project-object’



successfully work and learn together as they grasp the system of mediating connections that
inform one another’s concepts, practices and judgements. We have shown that in order to
accomplishing this goal there has to be a collective determination on behalf of all
contributing parties to make explicit to one another what is implicit in their beliefs and
actions. It is only as all contributors involved with the creation of the new artefact begin to
grasp the inferential connections that inform one another’s utterances, symbolic
representation or actions that those utterances etc become intelligible in two senses: first,
their meaning becomes clearer thereby enabling all parties to infer what follows from them;
and second, they are able to use their understanding of these inferences as a resource to
create new practices to instantiate the new artefact. In doing so, the paper has highlighted a
new issue that requires further consideration and exploration.

References

Beckett, D. & Hager, P. (2002). Life, work and learning: Practice in postmodernity. London: Routledge.

Billett, S. (2003). Vocational curriculum and pedagogy: An activity theory perspective. European
Educational Research Journal
2 (1), 6-21.

Billett, S., Smith, R & Barker, M. (2005) Understanding work, learning and the remaking of cultural
practices.
Studies in Continuing Education 27 (3) 219-237

Billett, S. (2003). Workplace pedagogic practices: Co-participation and learning. British Journal of
Educational Studies, Vol. 50, pp. 457-481

Bilton, C. (2006). Management and creativity: From creative industries to creative management. London:
Blackwell.

Birmingham City Council (2003). Creative City Report

Birmingham City Council (2007). Homepage. Retrieved on 10 November, 2006.

<http://www.birmingham.gov.uk/GenerateContent?

CONTENT_ITEM_ID=16268&CONTENT_ITEM_TYPE=0&MENU_ID=12175>.

Bourriard, N. (2002) Relational Aesthetics. London: Sage.

Casey, C. (1995). Work, self and society: after industrialism. London: Routledge.

Winch, C. & Clarke, L. (2003). ‘Front-loaded’ vocational education versus lifelong learning: A
critique of current UK government policy.
Oxford Review of Education 29(2), 239-252.

DCMS (2001). Creative industries mapping document. Retrieved on 10 November, 2006.

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