Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/88445
Title: Introducing participatory action research to vocational fashion education: theories, practices, and implications
Authors: Lam, MML 
Li, EPH
Liu, WS 
Lam, EYN
Issue Date: 2020
Source: Journal of vocational education and training, 2020, p. 1-19, https://doi.org/10.1080/13636820.2020.1765844
Abstract: This paper revisits the philosophical trajectory and practices in fashion education. It examines to what extent participatory action research (PAR) can contribute to the advancement of vocational education by emancipating practice-based skills and knowledge co-created by students, faculty members, and market practitioners. While the fashion market is dynamically reshaping today‚Äôs fashion pedagogy by imparting new skills and abilities to students, this investigation aims to highlight the limitations of the Bauhaus tradition as a top-down approach aimed at continually producing work-ready graduates for junior positions. Drawing upon the findings yielded by our experimental project fashionthnography.com, the analyses presented in this paper elucidate to what extent PAR can meet the intended goal of equipping the students with a higher level of working capabilities and creativity, as well as greater cultural appreciation. This study contributes to the expansion of vocational education and training, as its findings indicate that we need to embrace practice-based knowledge co-creation for long-term success in both industry and academia.
Keywords: Curriculum innovation
Higher education
Learning theory
Pedagogy
Vocational education & training
Publisher: Routledge, Taylor & Francis Group
Journal: Journal of vocational education and training 
ISSN: 1363-6820
EISSN: 1747-5090
DOI: 10.1080/13636820.2020.1765844
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