Mucking in and mucking out: Vocational learning in Animal Care

The paper draws upon empirical material from a two year qualitative research project. The paper briefly outlines the key research questions, research design and data collection strategies. The following sections draw on observational, interview and journal data from the learning sites and the teachers and students who work and learn in them are used to show how college-based learning (CBL) is also work-based learning (WBL). We argue that to differentiate between CBL and WBL in this particular case is unhelpful and three separate contexts are identified to show where learning typically occurs for students of animal care. The discussion draws upon Lave and Wenger's ‘communities of practice’ and Fuller and Unwin's notion of ‘expansive learning environments’ to illustrate the ways in which full time students of animal care undertake valuable real work (albeit mostly unwaged) on farms, in stables and in reptile houses. Characteristics of communities of practice, namely, recognition of distributed expertise, inclusive language and interactions, ways of communicating about animals and nurturing teacher–student and student–student relations are identified.