Learning / Work
Turning Work and Lifelong Learning Inside Out
Published on 30. August 2009
Book
Paperback/Softback
384 pages
978-0-7969-2283-0 (ISBN)
Description
We are living through a daunting yet fascinating period in which the global economy increasingly challenges the accepted dichotomies between home-life and work-life, between employment and unemployment, paid work and unpaid work. This calls for serious analysis of how knowledge is generated, both formally and informally, in workplaces as diverse as the factory, the field, or the street. It raises questions about what forms of learning and training are involved; how they articulate with one another and what practical and theoretical implications this has for our societies. In this book, 34 leading scholars from 10 countries challenge established understandings of lifelong learning and work, with several arguing that 'work' and 'lifelong learning' need to be 'turned inside out' through a rigorous critique of underlying social relations and practices so that we understand the power relations that shape learning/work possibilities. In various ways, all of the 25 chapters that make up this volume are infused with imaginings of alternative futures which prioritise social justice and sustainability for the majority in the world. ""Learning/Work"" will appeal to scholars and practitioners who are grappling to understand and implement learning/work critically within the demanding conditions of our times.
More details
Language
English
Place of publication
Cape Town
South Africa
Target group
College/higher education
Professional and scholarly
Dimensions
Height: 239 mm
Width: 168 mm
Weight
678 gr
ISBN-13
978-0-7969-2283-0 (9780796922830)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Professor Linda Cooper is a senior lecturer in the Higher and Adult Education Studies Development Unit (HAESDU), in the Centre for Higher Education Development (CHED) at the University of Cape Town (UCT). She worked for a number of years in the field of trade union and worker education before joining the staff of UCT in the early 1990s. She is convenor of the Adult Education Programme at UCT and chair of UCT's Adult Learner Working Group. Professor Shirley Walters is professor of adult and continuing education at University of Western Cape where she is the director of the Division for Lifelong Learning. She has published widely on issues relating to feminist popular education, community adult education, lifelong learning and education for democracy. Before joining UWC in 1985 she worked as a high school teacher, a training officer on a diamond mine and a director of community organisations. She has been involved with many civil society organizations which are concerned with social justice issues and the promotion of adult and lifelong learning. She has a doctorate from University of Cape Town and an honorary doctorate from University of Linkoping, Sweden.
Content
Challenging perspectives: Challenging dominant discourses - turning work and lifelong learning inside out, but what will we eat? research questions and priorities for work and learning, hard/soft, formal/informal, work/learning, making different equal? rifts and rupture in state and policy: the national qualifications framework in South Africa, ""where can I find a conference on short courses?"" critiquing structural inequalities, challenging donor agendas in adult and workplace education in timor-leste, university drop-out and researching work and (lifelong) learning, discourses of diversity and merit and exclusionary practices: barriers to entry and progression in the uk solicitors' profession, reflections on a decade of research on Canadian teachers' work and learning, migration and organizing: between periphery and centre, peripheralization, exploitation and lifelong learning in canadian guest worker programmes. Recognizing knowledges: Identity and occupation in the new economy: Learning in emotional labour and emotion work, recognising phronesis or practical wisdom in the recognition (assessment) of prior learning, learning indigenous knowledge systems, domestic workers and knowledge in everyday life, the gender order of knowledge - every-day life in a welfare state, urban mindset - rural realities: teaching on the edge. Exploring possibilities, creating change: Workers organizing/learning - learning democracy from north-south worker exchanges, the desire for something better: learning and organizing in the new world of work, offering a new perspective on the 'learning organization': a case study of a South African trade union, learning at work and in the union, learning, practice and democracy: exploring union learning, pedagogical innovations in higher education, critical friends sharing socio-cultural influences on personal and professional identity, towards effective partnerships in training community learning and development workers, insights from an environmental education research programme in South Africa.