Work-life Experience and Learner Identity

    Research output: Chapter in Book/Report/Conference proceedingArticle in proceedingsResearchpeer-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.
    Original languageEnglish
    Title of host publication2013 Meeting of CASAE : Proceedings of the 32nd National Conference of the Canadian Association for the Study of Adult Education (CASAE)
    EditorsColleen Kawalilak, Janet Groen
    Number of pages7
    Place of PublicationVictoria
    PublisherVictoria University Press
    Publication date5 Jun 2013
    ISBN (Print)978-0-88953-364-6
    Publication statusPublished - 5 Jun 2013
    Event2013 Conference of the Canadian Association for the Study of Adult Education - UVIC, Victoria, Canada
    Duration: 3 Jun 20135 Jun 2013
    http://www.casae-aceea.ca/?q=node/30

    Conference

    Conference2013 Conference of the Canadian Association for the Study of Adult Education
    LocationUVIC
    CountryCanada
    CityVictoria
    Period03/06/201305/06/2013
    Internet address

    Cite this

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