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dc.contributor.convenorFred Bevenen_AU
dc.contributor.authorBillett, Stephenen_US
dc.contributor.editorFred Beven, Clive Kanes, Dick Roebucken_US
dc.date.accessioned2017-05-03T12:12:47Z
dc.date.available2017-05-03T12:12:47Z
dc.date.issued2001en_US
dc.date.modified2011-05-06T06:43:15Z
dc.identifier.urihttp://hdl.handle.net/10072/1323
dc.description.abstractThis paper proposes that current discourses on workplace learning restrict how it is conceptualised and discussed. Describing workplace learning environments and experiences as 'informal' and proposing that 'informal learning' occurs in workplaces constrains understanding how learning occurs through work. Instead, learning experiences in workplace are structured by historical, cultural and situational factors and that this structuring influences how and what is learnt. As in educational institutions, there are intentions for work practice, goal-directed activities that are central to the practice's continuity as well as interactions and judgements about performance shaped by their practice. These workplace affordances shape the kinds of activities individuals participate in and the guidance they can access and from which they learn. It is therefore incorrect to describe learning through work as being 'informal', as this structuring shapes learning and often has inherently pedagogical purposes associated with continuity of the practice through participant learning. Also, describing learning in workplaces as being either 'formal' or 'informal' suggests a situational determinism that de-emphasies the role of human agency in the learning process. Linking both individuals' agency and workplace goals is continuity through learning. It is proposed therefore that learning in workplaces be conceptualised in terms of participatory practices focused on continuity.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent60831 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherAustralian Academic Pressen_US
dc.publisher.placeBrisbaneen_US
dc.publisher.urihttps://www.australianacademicpress.com.au/en_US
dc.relation.ispartofbookorjournalKnowledge demands of the new economyen_AU
dc.relation.ispartofconferencename9th Annual International Conference on postcompulsory Education and Training:en_US
dc.relation.ispartofconferencetitleKnowledge demands of the new economyen_US
dc.relation.ispartofdatefrom2001-12-03en_US
dc.relation.ispartofdateto2001-12-05en_US
dc.relation.ispartoflocationGold Coast, Queenslanden_US
dc.subject.fieldofresearchcode339999en_US
dc.titleA critique of workplace learning discourses: Participation in and continuity of practice.en_US
dc.typeConference outputen_US
dc.type.descriptionE1 - Conference Publications (HERDC)en_US
dc.type.codeE - Conference Publicationsen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyright© 2001 Australian Academic Press. Reproduced in accordance with the copyright policy of the publisher. Use hypertext link to access the publishers website.en_US
gro.date.issued2001
gro.hasfulltextFull Text
gro.griffith.authorBillett, Stephen R.


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    Contains papers delivered by Griffith authors at national and international conferences.

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