Unskilled work and learner identity

    Research output: Contribution to conferencePaperResearchpeer-review

    Abstract

    The main argument in this paper is: In order to comprehend the ‘invisible’ conditions for forming motivation to participate in different kinds of learning activities (formal, non-formal and informal) in relation to work-life it is crucial to develop a dialectic concept of learner identity. A concept enabling researcher in the field of work and learning to examine how the orientation toward learning activities are situated in and conditioned by specific work-life experiences.
    Based on a qualitative research-project (Kondrup 2012) the paper outlines how unskilled work forms a specific condition for engaging in learning. The aim of the project was to examine the challenges in order to fulfil the Danish national strategy on Lifelong learning and training for all. Danish as well as international research reveals that low skilled workers and workers in small and medium sized private companies tend to be least likely to participate in VET, and the long arm of education has significant influence on how people perceive adult education.. The aim of the project was to examine how an unskilled work-life present certain conditions for the formation, maintenance and transformation of a learner identity, enabling workers to position themselves as educable subjects, as demanded by the strategy on lifelong learning.
    Original languageEnglish
    Publication date20 Jun 2013
    Number of pages12
    Publication statusPublished - 20 Jun 2013
    Event8th International Conference: Researching Work and Learning - Stirling Management Center, Stirling, United Kingdom
    Duration: 19 Jun 201321 Sep 2013
    http://www.stir.ac.uk/education/researching-work-and-learning/

    Conference

    Conference8th International Conference
    LocationStirling Management Center
    CountryUnited Kingdom
    CityStirling
    Period19/06/201321/09/2013
    OtherThe visible and invisible in work and learning
    Internet address

    Cite this

    Kondrup, S. (2013). Unskilled work and learner identity. Paper presented at 8th International Conference, Stirling, United Kingdom.
    Kondrup, Sissel. / Unskilled work and learner identity. Paper presented at 8th International Conference, Stirling, United Kingdom.12 p.
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    author = "Sissel Kondrup",
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    note = "null ; Conference date: 19-06-2013 Through 21-09-2013",
    url = "http://www.stir.ac.uk/education/researching-work-and-learning/",

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    Kondrup, S 2013, 'Unskilled work and learner identity' Paper presented at, Stirling, United Kingdom, 19/06/2013 - 21/09/2013, .

    Unskilled work and learner identity. / Kondrup, Sissel.

    2013. Paper presented at 8th International Conference, Stirling, United Kingdom.

    Research output: Contribution to conferencePaperResearchpeer-review

    TY - CONF

    T1 - Unskilled work and learner identity

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    PY - 2013/6/20

    Y1 - 2013/6/20

    N2 - The main argument in this paper is: In order to comprehend the ‘invisible’ conditions for forming motivation to participate in different kinds of learning activities (formal, non-formal and informal) in relation to work-life it is crucial to develop a dialectic concept of learner identity. A concept enabling researcher in the field of work and learning to examine how the orientation toward learning activities are situated in and conditioned by specific work-life experiences.Based on a qualitative research-project (Kondrup 2012) the paper outlines how unskilled work forms a specific condition for engaging in learning. The aim of the project was to examine the challenges in order to fulfil the Danish national strategy on Lifelong learning and training for all. Danish as well as international research reveals that low skilled workers and workers in small and medium sized private companies tend to be least likely to participate in VET, and the long arm of education has significant influence on how people perceive adult education.. The aim of the project was to examine how an unskilled work-life present certain conditions for the formation, maintenance and transformation of a learner identity, enabling workers to position themselves as educable subjects, as demanded by the strategy on lifelong learning.

    AB - The main argument in this paper is: In order to comprehend the ‘invisible’ conditions for forming motivation to participate in different kinds of learning activities (formal, non-formal and informal) in relation to work-life it is crucial to develop a dialectic concept of learner identity. A concept enabling researcher in the field of work and learning to examine how the orientation toward learning activities are situated in and conditioned by specific work-life experiences.Based on a qualitative research-project (Kondrup 2012) the paper outlines how unskilled work forms a specific condition for engaging in learning. The aim of the project was to examine the challenges in order to fulfil the Danish national strategy on Lifelong learning and training for all. Danish as well as international research reveals that low skilled workers and workers in small and medium sized private companies tend to be least likely to participate in VET, and the long arm of education has significant influence on how people perceive adult education.. The aim of the project was to examine how an unskilled work-life present certain conditions for the formation, maintenance and transformation of a learner identity, enabling workers to position themselves as educable subjects, as demanded by the strategy on lifelong learning.

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    KW - arbejdslivserfaring

    KW - arbejdslivshistorie

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    Kondrup S. Unskilled work and learner identity. 2013. Paper presented at 8th International Conference, Stirling, United Kingdom.