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Community colleges facilitate the vocational education of students for whom university-level education is not an option. However, significant and concerning numbers of students fail out of their programs for low academic performance, and are left without many options to realize their vocational goals in Ontario and Canada. This paper reflects on academic gatekeeping in nursing and social work para-professional programs in community colleges and critical pedagogy, engaging the work of Paulo Freire to question the social justice values of the service professions in vocational education. A proactive and caring approach to pedagogy is argued to respond to the forces working against critical pedagogy and critical consciousness development in community college para-professional service programs.
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Shute et al. (2021) studied this question.
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