The workplace as a site for learning critical numeracy practice

Yasukawa, K

The workplace as a site for learning critical numeracy practice

Yasukawa, K

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Publisher:: Routledge
Publication Type:: Chapter
Citation:: Numeracy as Social Practice: Global and Local Perspectives, 2018, pp. 226 - 240
Issue Date:: 2018-05-16

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Field	Value	Language
dc.contributor.author	Yasukawa, K https://orcid.org/0000-0002-4553-0289	en_US
dc.contributor.editor	Yasukawa, K https://orcid.org/0000-0002-4553-0289	en_US
dc.contributor.editor	Rogers, A	en_US
dc.contributor.editor	Jackson, K	en_US
dc.contributor.editor	Street, BV	en_US
dc.date.issued	2018-05-16	en_US
dc.identifier.citation	Numeracy as Social Practice: Global and Local Perspectives, 2018, pp. 226 - 240	en_US
dc.identifier.isbn	9781351979184	en_US
dc.identifier.uri	http://hdl.handle.net/10453/128503
dc.description.abstract	This chapter focuses on numeracy learning among groups of workers, examines the possibilities and limitations of workplaces as sites of learning critical numeracy practices and considers their implications for education for work. The human capital-based discourse dominating many policy discussions about lifelong learning places significant emphasis on literacy and numeracy as key skills for economic growth and productivity, and for individuals’ successes in the globalised labour market (see for example OECD 2013). While formulations of numeracy in many influential policy discussions, such as the OECD’s Programme for the International Assessment of Adult Competencies (PIAAC) initiative, acknowledge numeracy as necessarily contingent on the context in which it is used, the discussions do not generally engage with issues of power that impact on the adults as employees and what they are able to negotiate about their place in the workplace. The chapter explores the possibility of workers developing critical numeracy practices: understanding, questioning and perhaps even mounting a challenge to the assumed positioning of workers in their workplace. It does so with the aid of the theoretical resources of Engeström’s (2001) third generation cultural-historical activity theory (CHAT).	en_US
dc.publisher	Routledge	en_US
dc.relation.ispartof	Numeracy as Social Practice: Global and Local Perspectives	en_US
dc.title	The workplace as a site for learning critical numeracy practice	en_US
dc.type	Chapter
utslib.location	UK	en_US
utslib.for	130108 Technical, Further and Workplace Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	UK	en_US
pubs.publication-status	Published	en_US

Abstract:

This chapter focuses on numeracy learning among groups of workers, examines the possibilities and limitations of workplaces as sites of learning critical numeracy practices and considers their implications for education for work. The human capital-based discourse dominating many policy discussions about lifelong learning places significant emphasis on literacy and numeracy as key skills for economic growth and productivity, and for individuals’ successes in the globalised labour market (see for example OECD 2013). While formulations of numeracy in many influential policy discussions, such as the OECD’s Programme for the International Assessment of Adult Competencies (PIAAC) initiative, acknowledge numeracy as necessarily contingent on the context in which it is used, the discussions do not generally engage with issues of power that impact on the adults as employees and what they are able to negotiate about their place in the workplace. The chapter explores the possibility of workers developing critical numeracy practices: understanding, questioning and perhaps even mounting a challenge to the assumed positioning of workers in their workplace. It does so with the aid of the theoretical resources of Engeström’s (2001) third generation cultural-historical activity theory (CHAT).

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http://hdl.handle.net/10453/128503