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Training for the new work order : the adult classroom as a site of class(ed) work

Santoro, Ninetta 2005, Training for the new work order : the adult classroom as a site of class(ed) work, Studies in the education of adults, vol. 37, no. 2, Autumn, pp. 123-136.

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Title Training for the new work order : the adult classroom as a site of class(ed) work
Author(s) Santoro, Ninetta
Journal name Studies in the education of adults
Volume number 37
Issue number 2
Season Autumn
Start page 123
End page 136
Publisher National Institute of Adult Continuing Education
Place of publication United Kingdom
Publication date 2005
ISSN 0266-0830
Keyword(s) vocational education
social class
trainers
trainer identities
workplace training
Summary This paper reports on a qualitative case study that investigated how the professional identities of trainers in the adult sector in Australia are shaped by intersecting relations of social class, ethnicity, gender and the discourses of vocational adult education. Interviews with two trainers as well as observations of them at work are analysed and presented here to illustrate how social class, considered in relation to gender and race, is played out through the trainers' identity investments in discourses of nurturance and care and economic rationalism. Such identity investments shape the relationships the trainers develop with their students and the training strategies and practices they privilege. The paper argues the need for trainers to develop critical reflective practices and to interrogate how their investments in particular classed identities shape their views about learning for work and training for work. It also argues the need for more research around social class and trainer identity within the adult sector.
Language eng
Field of Research 160809 Sociology of Education
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2005, National Institute of Adult Continuing Education
Persistent URL http://hdl.handle.net/10536/DRO/DU:30003172

Document type: Journal Article
Collection: School of Social and Cultural Studies in Education
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