Workplace participatory practices Conceptualising workplaces as learning environments

Workplace participatory practices Conceptualising workplaces as learning environments Arguing against a concept of learning as only a formal process occurring in explicitly educational settings like schools, the paper proposes a conception of the workplace as a learning environment focusing on the interaction between the affordances and constraints of the social setting, on the one hand, and the agency and biography of the individual participant, on the other. Workplaces impose certain expectations and norms in the interest of their own continuity and survival, and in the interest of certain participants; but learners also choose to act in certain ways dependent on their own preferences and goals. Thus, the workplace as a learning environment must be understood as a complex negotiation about knowledge‐use, roles and processes – essentially as a question of the learner's participation in situated work activities. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Workplace Learning Emerald Publishing

Workplace participatory practices Conceptualising workplaces as learning environments

Journal of Workplace Learning, Volume 16 (6): 13 – Sep 1, 2004

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Publisher
Emerald Publishing
Copyright
Copyright © 2004 Emerald Group Publishing Limited. All rights reserved.
ISSN
1366-5626
DOI
10.1108/13665620410550295
Publisher site
See Article on Publisher Site

Abstract

Arguing against a concept of learning as only a formal process occurring in explicitly educational settings like schools, the paper proposes a conception of the workplace as a learning environment focusing on the interaction between the affordances and constraints of the social setting, on the one hand, and the agency and biography of the individual participant, on the other. Workplaces impose certain expectations and norms in the interest of their own continuity and survival, and in the interest of certain participants; but learners also choose to act in certain ways dependent on their own preferences and goals. Thus, the workplace as a learning environment must be understood as a complex negotiation about knowledge‐use, roles and processes – essentially as a question of the learner's participation in situated work activities.

Journal

Journal of Workplace LearningEmerald Publishing

Published: Sep 1, 2004

Keywords: Workplace learning; Employee participation

References

  • Acquisition of cognitive skill
    Anderson, J.R.
  • Learning careers: continuity and change in young people's dispositions to learning
    Bloomer, M.; Hodkinson, P.
  • Expert and exceptional performance: evidence of maximal adaptation to task constraints
    Ericsson, K.A.; Lehmann, A.C.
  • The anthropology of teaching and learning
    Pelissier, C.

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