'I don’t think I am a learner': acts of naming learners at work

Boud,D and Solomon,N 2003, 'I don’t think I am a learner': acts of naming learners at work, Journal of workplace learning, vol. 15, no. 7/8, pp. 326-331, doi: 10.1108/13665620310504800.

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Title 'I don’t think I am a learner': acts of naming learners at work
Author(s) Boud,DORCID iD for Boud,D orcid.org/0000-0002-6883-2722
Solomon,N
Journal name Journal of workplace learning
Volume number 15
Issue number 7/8
Start page 326
End page 331
Total pages 8
Publisher Emerald
Place of publication Bingley, Eng.
Publication date 2003
ISSN 1366-5626
Summary 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.
Language eng
DOI 10.1108/13665620310504800
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
Persistent URL http://hdl.handle.net/10536/DRO/DU:30071885

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