This paper traces the roots of the new vocationalism to the educational reform movements of the 1980s, with philosophical underpinnings in the work of John Dewey in the early 20th century. It explores other influences, including Marxian critiques of capitalist uses of education and alternative views of education and work presented by followers of Paulo Freire, who saw revolutionary promise in literacy and education. The paper examines significant Deweyan, Marxist, and Freirean themes in the literature on the new vocationalism. It describes the Deweyan scholars' challenge to prevailing assumptions about vocational education and their assertion that educational reform will result in better trained workers who can participate effectively in the workplace and in democracy. The paper reviews Marxian analysis of how schools reproduce social class inequities through curriculum differentiation, which sorts individuals into future occupational roles. It examines the Freireans' use of critical pedagogy to assist working-class people in examining oppression. The paper concludes with a discussion of the themes drawn from the three ideologies that points out theoretical contradictions and/or tensions within them. It suggests research that will guide the future of vocational education. Contains 123 references. (SK)