Show simple item record

dc.contributor.convenorProf. Erica Smith
dc.contributor.authorSmith, Raymond
dc.contributor.editorProf. Erica Smith
dc.date.accessioned2017-05-03T14:07:43Z
dc.date.available2017-05-03T14:07:43Z
dc.date.issued2010
dc.date.modified2011-06-06T06:03:09Z
dc.identifier.refuriavetra.org.au
dc.identifier.urihttp://hdl.handle.net/10072/33170
dc.description.abstractIn recent years, workplace learning research has brought the person, the subject, of the worker to the centre of work learning theory in efforts to understand individuals' contributions to the social practice of vocational learning. A key term that emerges from this subject centred approach to learning theory is 'negotiation'. This term is often used to capture the interactivity of the vocational learner and the context of their participation as relational and interdependent (Billett 2008). This paper suggests that the term negotiation is insufficiently understood in sociocultural constructivist perspectives of work learning and needs to be elaborated more fully to support understandings of workers' contributions to their learning practices. Fundamental to this elaboration is the conception of vocational learners as negotiators who manage the control and conduct of their work participation through sets of values that are transacted as working and learning practices. These transactions may be viewed not so much as bargaining or deal making that bring worker and workplace together in agreement and collaboration. Rather, these transactions may be viewed as continuing processes of creating and discovering mutualities that unite worker and workplace as sites of personal development and work practice change. Understanding workers as negotiators who generate value for themselves and their work, enables their participation and learning to be seen as negotiated practice, emergent as both process and product of the self-managed transactions in which they engage. From an examination of qualitative data collected with a variety of workers engaged in work based VET programs, the paper seeks to explore how such understandings may offer ways of conceptualising workplace learning as a transactive process that realises worker and workplace as consonant. In this way the paper helps clarify how the personal participative practices of workers can be understood more fully within the subject centred approach to vocational learning.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent69763 bytes
dc.format.extent38984 bytes
dc.format.mimetypeapplication/pdf
dc.format.mimetypetext/plain
dc.languageEnglish
dc.language.isoeng
dc.publisherAVETRA
dc.publisher.placeAustralia
dc.publisher.urihttp://avetra.org.au/publications/conference-archives/conference-archives-2010/2010-papers
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofconferencenameAVETRA 2010
dc.relation.ispartofconferencetitleVET Research: Leading and responding in turbulent times
dc.relation.ispartofdatefrom2010-04-08
dc.relation.ispartofdateto2010-04-09
dc.relation.ispartoflocationSurfers Paradise, Australia
dc.rights.retentionY
dc.subject.fieldofresearchEducation not elsewhere classified
dc.subject.fieldofresearchcode139999
dc.titleNegotiating Learning and Work: Clarifying workers' personal participative practices
dc.typeConference output
dc.type.descriptionE1 - Conferences
dc.type.codeE - Conference Publications
gro.rights.copyright© 2010 AVETRA. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Use hypertext link for access to the publisher's website.
gro.date.issued2010
gro.hasfulltextFull Text
gro.griffith.authorSmith, Raymond J.


Files in this item

This item appears in the following Collection(s)

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

Show simple item record