In this study, I categorized theoretical perspectives on vocational education into social efficiency viewpoint, new vocationalism, social reproduction theory, and critical vocational education, and examined their assumptions and rationales. While specific training for job is argued in social efficiency perspective, general vocational education and “education through work” are emphasized in new vocationalism. Both of them, however, have functionalist position on vocational education and rationales to increase individual productivity and national competitiveness. Although they found the social reproduction mechanisms from vocational education by tracking and sorting functions, conflict theorists have not suggested alternatives for vocational education. Vocational education is closely related to the world of work, which reflects social relations and stratified structure well. It is necessary for vocational students to have critical consciousness to escape from their “culture of silence”. Emancipatory vocational education is possible through students' critical empowerment by education about/around work with dialogic methods.