Understanding Plurality, Engagement, and Change in Vocational Education and Training through French Pragmatic Theory

This paper argues for the use of French pragmatic theory for theorising about vocational education and training (VET) through a focus on understanding plurality, human engagement, and change within VET organisations and in various training situations and professions. Drawing upon the influential works of Luc Boltanski and Laurent Thévenot, we propose that French pragmatist theory offers a valuable framework for understanding the complex dynamics of VET systems and practices. French pragmatic theory, as an analytical tool, sheds light on the existence of diverse perspectives and conflicting rationales in education as well as in work life. Additionally, Thévenot’s engagement theory reveals the tensions between forms of attachment and the moral evaluations in humans’ interactions with VET systems. We argue that utilising these theoretical perspectives can provide a richer understanding of social dynamics, conflicting values, and justifications within the VET context.