Situating gendered learning in the workplace

Situating gendered learning in the workplace Purpose – The purpose of this paper is to situate the concept of gendered learning in the workplace. Design/methodology/approach – The paper presents the results of two closely related, qualitative studies of apprenticeship learning in two major industrial companies in Denmark. Findings – The paper finds that the creation of a situated‐gendered “being” or “doing” in the workplace constitutes an important and often overlooked aspect of young people's learning processes in vocational training. Two themes of gender and learning are identified and discussed in an empirical analysis. These themes are learning and gendered identities, and gender and future family life. Research limitations/implications – The paper is exploratory in nature, so that it would be useful to confirm the results through further validation and comparison with other professions and workplaces. Practical implications – The design of proliferate learning practices in the workplace should consider gender as a factor which influences the trajectories of the individual learner. Originality/value – The main thrust of the paper is that young people engaged in vocational training in the workplace are “gendered” through their participation in particular work and work‐related practices. The “telos” of learning in the context of vocational training in the workplace entails more than just the pursuit of a career trajectory or an occupational identity. The main contribution of the article is therefore its emphasis on the notion that theories on workplace and apprenticeship learning should consider a broader perspective on the learner than possible when focussing only on professional or occupational identity. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Workplace Learning Emerald Publishing

Situating gendered learning in the workplace

Journal of Workplace Learning, Volume 18 (4): 15 – Jun 1, 2006

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Publisher
Emerald Publishing
Copyright
Copyright © 2006 Emerald Group Publishing Limited. All rights reserved.
ISSN
1366-5626
DOI
10.1108/13665620610665827
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to situate the concept of gendered learning in the workplace. Design/methodology/approach – The paper presents the results of two closely related, qualitative studies of apprenticeship learning in two major industrial companies in Denmark. Findings – The paper finds that the creation of a situated‐gendered “being” or “doing” in the workplace constitutes an important and often overlooked aspect of young people's learning processes in vocational training. Two themes of gender and learning are identified and discussed in an empirical analysis. These themes are learning and gendered identities, and gender and future family life. Research limitations/implications – The paper is exploratory in nature, so that it would be useful to confirm the results through further validation and comparison with other professions and workplaces. Practical implications – The design of proliferate learning practices in the workplace should consider gender as a factor which influences the trajectories of the individual learner. Originality/value – The main thrust of the paper is that young people engaged in vocational training in the workplace are “gendered” through their participation in particular work and work‐related practices. The “telos” of learning in the context of vocational training in the workplace entails more than just the pursuit of a career trajectory or an occupational identity. The main contribution of the article is therefore its emphasis on the notion that theories on workplace and apprenticeship learning should consider a broader perspective on the learner than possible when focussing only on professional or occupational identity.

Journal

Journal of Workplace LearningEmerald Publishing

Published: Jun 1, 2006

Keywords: Gender; Learning; Vocational training; Workplace learning; Denmark

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