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The in‐between: exposing everyday learning at work

Solomon,N, Boud,D and Rooney,D 2006, The in‐between: exposing everyday learning at work, International journal of lifelong education, vol. 25, no. 1, pp. 3-13, doi: 10.1080/02601370500309436.

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Title The in‐between: exposing everyday learning at work
Author(s) Solomon,N
Boud,DORCID iD for Boud,D orcid.org/0000-0002-6883-2722
Rooney,D
Journal name International journal of lifelong education
Volume number 25
Issue number 1
Start page 3
End page 13
Total pages 11
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2006
ISSN 0260-1370
1464-519X
Summary Much has been written about how space and time are integral to understanding social relations, in particular about associations between space and understanding learning in workplaces. Drawing from a research study exploring everyday learning at work, this paper looks beyond what is generally understood as work situations by turning to those spaces and times where ‘social’ and ‘work’ overlap, such as breaks in tearooms. These spaces are not so work orientated that they can be described as ‘workspaces’, nor are they entirely social. The nexus between work and the social, of being a worker and a social being, of engaging in legitimate work and socializing are put forward as rich expanses for everyday learning. The paper draws on interviews and observational data from four work sites within one organization. It undertakes an exploration of the intersection of space, time and informal learning with regard to the social/work spaces located at work. It argues that a key location for everyday learning at work is at the points of intersection between work and social spaces and that it is necessary to abandon simplistic dichotomies between work, social and learning space.
Language eng
DOI 10.1080/02601370500309436
Field of Research 130103 Higher Education
130303 Education Assessment and Evaluation
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2006, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30071873

Document type: Journal Article
Collection: Centre for Research in Assessment and Digital Learning (CRADLE)
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