Show simple item record

dc.contributor.authorBillett, Stephenen_US
dc.contributor.editorStephen Billetten_US
dc.date.accessioned2017-05-03T12:11:55Z
dc.date.available2017-05-03T12:11:55Z
dc.date.issued2008en_US
dc.date.modified2009-01-20T06:11:55Z
dc.identifier.issn1874785Xen_US
dc.identifier.doi10.1007/s12186-008-9009-yen_AU
dc.identifier.urihttp://hdl.handle.net/10072/21103
dc.description.abstractIndividuals' dispositions have long been held to direct and energise cognition in ways that shape how they experience and respond to events in the social world. Therefore, a consideration of these dispositions is likely to be helpful in understanding the inter-psychological processes between individual and social world that frame contemporary socio-cultural accounts of learning. Here, the specific concern is to elaborate the sources, legacies and potency of individuals' dispositions in the learning of occupational practice through these processes. Having reviewed ideas about the dispositional underpinnings of individuals' construal and construction of the knowledge required for work, these conceptions are exercised through illuminating the roles dispositions play in the process of constructing the knowledge required for an occupational practice (i.e. hairdressing). The study reported here combines workplace ethnography and problem-solving tasks to identify the source of these subjectivities, how they shape individuals' cognitive processes at work tasks and their learning through participation in vocational practice. In all, it identified how individuals' dispositions arise through socially-shaped life histories or ontogenies, albeit in person-dependent ways. The participants' conceptions, preferences and procedures that shape their learning and the enactment of their practice were found to be products of earlier socially-derived experiences, thereby making them personally-subjective. These personally-subjective dispositions were identified as shaping how these individuals engage in work, learning and the ongoing remaking of work activities, because they influence inter-psychological processes that comprise the immediate experiences that constitute the enactment of these activities. So, this suggests that the sociogeneses of knowledge and learning likely includes personally unique social contributions that arise through ontogeny.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent224089 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherSpringer Netherlandsen_US
dc.publisher.placeNetherlandsen_US
dc.publisher.urihttp://www.springer.com/education/professional+%26+vocational+education/journal/12186en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom149en_US
dc.relation.ispartofpageto171en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalVocations and Learningen_US
dc.relation.ispartofvolume1en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode339999en_US
dc.titleSubjectivity, learning and work: sources and legaciesen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2008 Springer. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. The original publication is available at www.springerlink.comen_AU
gro.date.issued2008
gro.hasfulltextFull Text


Files in this item

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record