“I don’t think I am a learner”: Acts of naming learners at work

Boud, D; Solomon, N

“I don’t think I am a learner”: Acts of naming learners at work

Boud, D

Solomon, N

Permalink

Publication Type:: Journal Article
Citation:: Journal of Workplace Learning, 2003, 15 pp. 326 - 331
Issue Date:: 2003-12-01

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download full textAdobe PDF (33.86 kB)

View on publisher's site

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722	en_US
dc.contributor.author	Solomon, N https://orcid.org/0000-0001-7223-0428	en_US
dc.date.issued	2003-12-01	en_US
dc.identifier.citation	Journal of Workplace Learning, 2003, 15 pp. 326 - 331	en_US
dc.identifier.issn	1366-5626	en_US
dc.identifier.uri	http://hdl.handle.net/10453/5978
dc.description.abstract	The terms “learning” and “learner” are used in discussions of workplace learning as if they were unproblematic and as if workers, organisations and researchers had a common, shared view about what these terms mean. A study of four different workgroups within an organisation in which the discourse of learning was pervasive suggests that having an identity as a learner may not be compatible with being regarded as a competent worker. The politics of naming oneself as a learner are considered and the power of naming learning and learners are discussed. The broader implications for research on workplace learning of such a discursive approach are noted. © 2003, MCB UP Limited	en_US
dc.relation	http://purl.org/au-research/grants/arc/C00106868
dc.relation.ispartof	Journal of Workplace Learning	en_US
dc.relation.isbasedon	10.1108/13665620310504800	en_US
dc.subject.classification	Business & Management	en_US
dc.title	“I don’t think I am a learner”: Acts of naming learners at work	en_US
dc.type	Journal Article
utslib.citation.volume	15	en_US
utslib.for	1503 Business and Management	en_US
utslib.for	1301 Education Systems	en_US
dc.location.activity	Oxford, UK
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
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US
pubs.volume	15	en_US

Abstract:

The terms “learning” and “learner” are used in discussions of workplace learning as if they were unproblematic and as if workers, organisations and researchers had a common, shared view about what these terms mean. A study of four different workgroups within an organisation in which the discourse of learning was pervasive suggests that having an identity as a learner may not be compatible with being regarded as a competent worker. The politics of naming oneself as a learner are considered and the power of naming learning and learners are discussed. The broader implications for research on workplace learning of such a discursive approach are noted. © 2003, MCB UP Limited

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

http://hdl.handle.net/10453/5978