Governing Learning Practices: Governmentality and Practices

Reich, A; Girdwood, J

Governing Learning Practices: Governmentality and Practices

Reich, A

Girdwood, J

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Publication Type:: Chapter
Citation:: Professional and Practice-based Learning, 2012, 8 pp. 151 - 165
Issue Date:: 2012-01-01

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Field	Value	Language
dc.contributor.author	Reich, A https://orcid.org/0000-0002-1051-0261	en_US
dc.contributor.author	Girdwood, J	en_US
dc.date.issued	2012-01-01	en_US
dc.identifier.citation	Professional and Practice-based Learning, 2012, 8 pp. 151 - 165	en_US
dc.identifier.uri	http://hdl.handle.net/10453/31710
dc.description.abstract	© 2012, Springer Science+Business Media Dordrecht. Workplace learning practices, once primarily the domain of specialist trainers, have become embedded and embodied in workers’ everyday practices, constituting workers with new identities as worker-learners and reconstituting their work. In this chapter, we use an analytics of governmentality to explore how we might understand these shifts. Such an approach contributes to practice-based perspectives on professional learning by foregrounding relations of power and governmentalities constituted in regimes of practice. Through a study of professional child protection workers, we illustrate how this shift in learning practices has been assembled through changed regimes of practice linked to neoliberal reform programmes associated with new public management.	en_US
dc.relation.ispartof	Professional and Practice-based Learning	en_US
dc.relation.isbasedon	10.1007/978-94-007-4774-6_10	en_US
dc.title	Governing Learning Practices: Governmentality and Practices	en_US
dc.type	Chapter
utslib.citation.volume	8	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US
pubs.volume	8	en_US

Abstract:

© 2012, Springer Science+Business Media Dordrecht. Workplace learning practices, once primarily the domain of specialist trainers, have become embedded and embodied in workers’ everyday practices, constituting workers with new identities as worker-learners and reconstituting their work. In this chapter, we use an analytics of governmentality to explore how we might understand these shifts. Such an approach contributes to practice-based perspectives on professional learning by foregrounding relations of power and governmentalities constituted in regimes of practice. Through a study of professional child protection workers, we illustrate how this shift in learning practices has been assembled through changed regimes of practice linked to neoliberal reform programmes associated with new public management.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/31710