Work-life Experience and Learner Identity

Sissel Kondrup

Work-life Experience and Learner Identity

Bidragets oversatte titel: Arbejdslivserfaring og Lærings identitet

Sissel Kondrup

Publikation: Bidrag til bog/antologi/rapport › Konferencebidrag i proceedings › Forskning › peer review

Abstract

In order to examine how orientations toward learning activities are situated in and conditioned by specific work-life experiences it is crucial to develop a dialectic concept of learner identity. Based on a qualitative research-project (Kondrup 2012) this paper outlines how unskilled work forms a specific condition for engaging in lifelong learning. The aim of the study was to examine how an unskilled work-life presents certain conditions for the formation, maintenance and transformation of a learner identity, enabling workers to position themselves as educable subjects and engage in formal learning, as demanded by the Danish national strategy on lifelong learning.

Bidragets oversatte titel	Arbejdslivserfaring og Lærings identitet
Originalsprog	Engelsk
Titel	2013 Meeting of CASAE : Proceedings of the 32nd National Conference of the Canadian Association for the Study of Adult Education (CASAE)
Redaktører	Colleen Kawalilak, Janet Groen
Antal sider	7
Udgivelsessted	Victoria
Forlag	Victoria University Press
Publikationsdato	5 jun. 2013
ISBN (Trykt)	978-0-88953-364-6
Status	Udgivet - 5 jun. 2013
Begivenhed	2013 Conference of the Canadian Association for the Study of Adult Education - UVIC, Victoria, Canada Varighed: 3 jun. 2013 → 5 jun. 2013 http://www.casae-aceea.ca/?q=node/30

Konference

Konference	2013 Conference of the Canadian Association for the Study of Adult Education
Lokation	UVIC
Land/Område	Canada
By	Victoria
Periode	03/06/2013 → 05/06/2013
Internetadresse	http://www.casae-aceea.ca/?q=node/30

Link til dokument

http://www.casae-aceea.ca/~casae/sites/casae/files/2013_CASAE_Proceedings_0.pdf

Erhvervsarbejde og læringsudfordringer indenfor en globaliseret verden
Kondrup, S. (Projektdeltager)
11/08/2008 → 29/06/2012
Projekter: Projekt › Forskning

Citer dette

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title = "Work-life Experience and Learner Identity",

abstract = "In order to examine how orientations toward learning activities are situated in and conditioned by specific work-life experiences it is crucial to develop a dialectic concept of learner identity. Based on a qualitative research-project (Kondrup 2012) this paper outlines how unskilled work forms a specific condition for engaging in lifelong learning. The aim of the study was to examine how an unskilled work-life presents certain conditions for the formation, maintenance and transformation of a learner identity, enabling workers to position themselves as educable subjects and engage in formal learning, as demanded by the Danish national strategy on lifelong learning. ",

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publisher = "Victoria University Press",

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Kondrup, S 2013, Work-life Experience and Learner Identity. i C Kawalilak & J Groen (red), 2013 Meeting of CASAE: Proceedings of the 32nd National Conference of the Canadian Association for the Study of Adult Education (CASAE). Victoria University Press, Victoria, 2013 Conference of the Canadian Association for the Study of Adult Education, Victoria, Canada, 03/06/2013. <http://www.casae-aceea.ca/~casae/sites/casae/files/2013_CASAE_Proceedings_0.pdf>

Work-life Experience and Learner Identity. / Kondrup, Sissel.
2013 Meeting of CASAE: Proceedings of the 32nd National Conference of the Canadian Association for the Study of Adult Education (CASAE). red. / Colleen Kawalilak; Janet Groen. Victoria: Victoria University Press, 2013.

Publikation: Bidrag til bog/antologi/rapport › Konferencebidrag i proceedings › Forskning › peer review

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N2 - In order to examine how orientations toward learning activities are situated in and conditioned by specific work-life experiences it is crucial to develop a dialectic concept of learner identity. Based on a qualitative research-project (Kondrup 2012) this paper outlines how unskilled work forms a specific condition for engaging in lifelong learning. The aim of the study was to examine how an unskilled work-life presents certain conditions for the formation, maintenance and transformation of a learner identity, enabling workers to position themselves as educable subjects and engage in formal learning, as demanded by the Danish national strategy on lifelong learning.

AB - In order to examine how orientations toward learning activities are situated in and conditioned by specific work-life experiences it is crucial to develop a dialectic concept of learner identity. Based on a qualitative research-project (Kondrup 2012) this paper outlines how unskilled work forms a specific condition for engaging in lifelong learning. The aim of the study was to examine how an unskilled work-life presents certain conditions for the formation, maintenance and transformation of a learner identity, enabling workers to position themselves as educable subjects and engage in formal learning, as demanded by the Danish national strategy on lifelong learning.

M3 - Article in proceedings

SN - 978-0-88953-364-6

BT - 2013 Meeting of CASAE

A2 - Kawalilak, Colleen

A2 - Groen, Janet

PB - Victoria University Press

CY - Victoria

T2 - 2013 Conference of the Canadian Association for the Study of Adult Education

Y2 - 3 June 2013 through 5 June 2013

ER -

Work-life Experience and Learner Identity

Abstract

Konference

Link til dokument

Projekter

Erhvervsarbejde og læringsudfordringer indenfor en globaliseret verden

Citer dette