000 04364nam a22005655i 4500
001 978-1-4020-5360-3
003 DE-He213
005 20161121230631.0
007 cr nn 008mamaa
008 100301s2006 ne | s |||| 0|eng d
020 _a9781402053603
_9978-1-4020-5360-3
024 7 _a10.1007/1-4020-5360-6
_2doi
050 4 _aLC1051-1072
050 4 _aLC1041-1048
072 7 _aJNRV
_2bicssc
072 7 _aEDU031000
_2bisacsh
072 7 _aEDU046000
_2bisacsh
082 0 4 _a370.113
_223
245 1 0 _aWork, Subjectivity and Learning
_h[electronic resource] :
_bUnderstanding Learning through Working Life /
_cedited by Stephen Billett, Tara Fenwick, Margaret Somerville.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2006.
300 _aXXII, 276 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aTechnical and Vocational Education and Training: Issues, Concerns and Prospects ;
_v6
505 0 _aWork, Subjectivity and Learning -- Escaping/Becoming Subjects: Learning to Work the Boundaries in Boundaryless Work -- Subjected Bodies, or Embodied Subjects: Subjectivity and Learning Safety at Work -- Learning and Experience -- Dressing Corporate Subjectivities: Learning What to Wear to the Bank -- The Moving Subject: Shifting Work(ers) Across and Beyond Organisational Boundaries -- Exploring Construction of Gendered Identities at Work -- Epistemological Beliefs and Their Impact on Work, Subjectivity and Learning -- Personal Agency and Epistemology at Work -- Developing Subjective Identities Through Collective Participation -- Action at a Distance: Governmentality, Subjectivity and Workplace Learning -- Integrating Life, Work and Identity: Farm Women Transforming ‘Self’ through Personal Struggle and Conflict -- Work, Subjectivity, and Learning in the Diaspora: Immigrant Women of Colour in White Academe -- Workers, Subjectivity and Decent Work -- Work, Subjectivity and Learning: Prospects and Issues.
520 _aIn recent year, efforts to understand learning for and throughout working life have moved away from a focus on workplace training to concerns about learning as a component and outcome of engaging in work and work-related activities and interactions. This shift acknowledges a broader set of workplace factors that shape workers’ learning and development. Yet equally, it acknowledges that this learning through engagement is also necessarily shaped by the diverse ways that individuals elect to engage or participate in workplace activities. Central here is the issue of individuals’ subjectivity and how this is shaped by but shapes engagement in work and, therefore, what learning flows from their participation. It is in considering the relations among subjectivity, learning and work that it is possible to advance both the conceptual and procedural bases for understanding learning through and for working life. Moreover, the focus on relations among subjectivity, work and learning represents a point of convergence for diverse disciplinary traditions and practices that are provided by the book’s contributors. In this way, the contributions represent something of the emerging perspectives that are elaborating the complex relations among subjectivity, work and learning, and circumstances in which they are played out.
650 0 _aEducation.
650 0 _aEducational policy.
650 0 _aducation and state.
650 0 _aEducational sociology.
650 0 _aEducation and sociology.
650 0 _aSociology, Educational.
650 1 4 _aEducation.
650 2 4 _aProfessional & Vocational Education.
650 2 4 _aEducational Policy and Politics.
650 2 4 _aLearning & Instruction.
650 2 4 _aSociology of Education.
700 1 _aBillett, Stephen.
_eeditor.
700 1 _aFenwick, Tara.
_eeditor.
700 1 _aSomerville, Margaret.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9781402053597
830 0 _aTechnical and Vocational Education and Training: Issues, Concerns and Prospects ;
_v6
856 4 0 _uhttp://dx.doi.org/10.1007/1-4020-5360-6
912 _aZDB-2-SHU
950 _aHumanities, Social Sciences and Law (Springer-11648)
999 _c501662
_d501662