Access the full text.
Sign up today, get DeepDyve free for 14 days.
Loading next page...
/lp/sage/timescapes-of-flexibility-and-insecurity-QfHBS650AI
References (37)
-
A. Furlong (1999)
Social change and labour market transitions -
(1997)
Education, work and adult life: how adults relate their learning to their work, family and social lives, in P. Sutherland (ed) Adult Learning: A Reader -
K. Davies (1990)
Women, Time and the Weaving of the Strands of Everyday Life -
Anthony Giddens (1937)
The Protestant Ethic and the Spirit of CapitalismThe Expository Times, 48
-
R. D'amico (1978)
Discipline and Punish: The Birth of the PrisonTelos, 1978
-
C. Hughes (2002)
Key Concepts in Feminist Theory and Research -
B. Adam (1995)
Timewatch: social analysis of time -
U. Beck (1999)
World Risk Society -
Prue Chamberlayne, J. Bornat, Tom Wengraf (2002)
Introduction : The biographical turn -
J. Davey (2003)
Opportunity or Outrage? Redundancy and Educational Involvement in Mid-lifeJournal of Education and Work, 16
-
Alan Felstead, B. Burchell, F. Green (1998)
Insecurity at work: is job insecurity really much worse now than before?New Economy, 5
-
Jane Cruikshank (2002)
Lifelong learning or re-training for life: Scapegoating the workerStudies in the Education of Adults, 34
-
David Tarbet, Michel Foucault, Alan Sheridan (1978)
Discipline and Punish: The Birth of the Prison.Eighteenth-Century Studies, 11
-
A. Raddon (2006)
Absence as opportunity: learning outside the institutional space and timeJournal of Further and Higher Education, 30
-
A. Coffey, P. Atkinson (1996)
Making sense of qualitative data -
U. Beck (2000)
The Brave New World of Work -
(1988)
Finding sense in uncertainty, in R. Gibson (ed) Rethinking the Future: Rethinking Business, Principles, Competition, Control and Complexity, Leadership, Markets and the World -
(1999)
Big pictures and fine detail : School work experience policy and the local labour market in the 1990 s -
R. Dunlea (2006)
Open and Distance Learning Association of Australia -
(1992)
Part-Time: Whose Time? Women's Lives and Adult Learning, M. Morrison (Ed) Managing Time for Education, Coventry: CEDAR, University of Warwick -
P. Brown, A. Hesketh, Sara Wiliams (2002)
Employability in a Knowledge-driven EconomyJournal of Education and Work, 16
-
C. Carrasco, A. Recio (2001)
Time, Work and Gender in SpainTime & Society, 10
-
J. Field (2000)
Lifelong Learning and the New Educational Order -
A. Raddon (2002)
Mothers in the Academy: Positioned and positioning within discourses of the 'successful academic' and the 'good mother'Studies in Higher Education, 27
-
L. Otala (1997)
Implementing Lifelong Learning in Partnership with the Educational Sector and the Work Place.International Information & Library Review, 29
-
(2002)
Choreographing Time and Management: Traditions, Developments, and Opportunities -
B. Adam (2000)
Timescapes of Modernity: The Environment and Invisible Hazards -
(2003)
Being There – where are women returners returning from -
Loraine Blaxter, C. Hughes, Malcolm Tight (1996)
How to Research -
B. Adam (1990)
Time and Social Theory -
(1992)
Managing Time for Education. Coventry: University of Warwick -
M. Rustin (2002)
Reflections on the biographical turn in social science -
R. Edwards (1997)
Changing Places?: Flexibility, Lifelong Learning and a Learning Society -
D. Massey (1994)
Space, Place, and Gender -
(1930)
Wengraf (eds) The Turn to Biographical Methods in Social Science: Comparative Issues and Examples, pp. 33–52 -
P. Kearns, Rod McDonald, P. Candy, S. Knights, George Papadopoulos (1999)
VET in the Learning Age: The Challenge of Lifelong Learning for All. Volume 1. -
A. Coffey, P. Atkinson (1996)
Making Sense of Qualitative Data: Complementary Research Strategies
- Publisher
- SAGE
- Copyright
- Copyright © by SAGE Publications
- ISSN
- 0961-463X
- eISSN
- 1461-7463
- DOI
- 10.1177/0961463X07074102
- Publisher site
- See Article on Publisher Site
Abstract
This article draws on the concept of ‘timescape’ (Adam, 1998) to explore the context of distance learners' stories about their reasons for studying. It examines these learners' narratives of being located in a socio-historical time and space in which there is a greater need for flexibility in relation to the times and spaces of work and how this is underpinned by a strong sense of insecurity of work. Engaging in continued learning becomes one means of coping with this timescape, by becoming more flexible and remaining employable. In exploring these micro-level narratives, this article highlights both some of the multiple, interlinked layers of time and space, the impact of macro-level discourses of flexibility, insecurity and lifelong learning, and the gendered and other power relations around these. It also reflects on the theoretical and empirical use of the concept of the timescape, arguing that the narrative or biographical approach provides a useful means through which to explore the timescapes of individuals and groups.
Journal
Time & Society – SAGE
Published: Mar 1, 2007