For the past decade, Grubb's work on the integration of vocational and academic education has defined the debate surrounding the future of vocational education in the United States. Few have contributed as much to current dialogue about vocational education reform. At both the secondary and postsecondary levels, Grubb has described the uneasy relationships that continue to exist between vocational and academic education. This article examines exactly what Grubb's "education through occupations" means, and then argues that Grubb's apparent endorsement of traditional academics as the centerpiece for education neglects the rich history and particular strengths of vocational education. Bragg contends that, especially at the postsecondary level, where academic disciplines tend to be weak, traditional academics cannot lead the way to education through occupations. Reprinted from the Journal of Vocational Education Research, Vol. 22, No. 2.
MDS-1177 / January 1998