Identity work and pedagogy: Textually producing the learner-worker

Solomon, N

Identity work and pedagogy: Textually producing the learner-worker

Solomon, N

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Publication Type:: Journal Article
Citation:: Journal of Vocational Education and Training, 2005, 57 (1), pp. 95 - 108
Issue Date:: 2005-01-01

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Field	Value	Language
dc.contributor.author	Solomon, N https://orcid.org/0000-0001-7223-0428	en_US
dc.date.issued	2005-01-01	en_US
dc.identifier.citation	Journal of Vocational Education and Training, 2005, 57 (1), pp. 95 - 108	en_US
dc.identifier.issn	1363-6820	en_US
dc.identifier.uri	http://hdl.handle.net/10453/9889
dc.description.abstract	In this article I draw attention to the current legitimising of new forms of identity of vocational and higher education learners. Using identity as a lens for examining pedagogy I focus on one of these new forms–the learner-worker identity. I examine one teaching and learning practice portfolio development, by discussing the program within which this practice is located and then analysing the texts that are written by the learner-workers as they participate in this program. Through this examination I draw attention to the complex set of identities and accountabilities of learners who move between work and learning sites, and in doing so I aim to illustrate the usefulness of understanding these kinds of textual practices as identity work. © 2005 Taylor & Francis Group, LLC.	en_US
dc.relation.ispartof	Journal of Vocational Education and Training	en_US
dc.relation.isbasedon	10.1080/13636820500200277	en_US
dc.title	Identity work and pedagogy: Textually producing the learner-worker	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	57	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1503 Business and Management	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
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	closed_access
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	57	en_US

Abstract:

In this article I draw attention to the current legitimising of new forms of identity of vocational and higher education learners. Using identity as a lens for examining pedagogy I focus on one of these new forms–the learner-worker identity. I examine one teaching and learning practice portfolio development, by discussing the program within which this practice is located and then analysing the texts that are written by the learner-workers as they participate in this program. Through this examination I draw attention to the complex set of identities and accountabilities of learners who move between work and learning sites, and in doing so I aim to illustrate the usefulness of understanding these kinds of textual practices as identity work. © 2005 Taylor & Francis Group, LLC.

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http://hdl.handle.net/10453/9889