Unskilled Work and Learner Identity: Understanding unskilled work as a certain condition for perceiving oneself as an educable subject

    Research output: Chapter in Book/Report/Conference proceedingArticle in proceedingsResearch


    The paper examines how unskilled work forms conditions for meeting the obligation to position oneself as an educable subject and engage in formal learning activities. Sensitivity to peoples’ work-life-experiences is necessary to understand their orientation toward different learning activities. The main argument is that participation research must abandon the notion of motivation as an individual attribute and apply a dialectic concept of learner identity
    acknowledging work-life as a pivotal space for learning and formation of identity. I outline how a work-life-historical approach combining a critical theoretical approach inspired by Salling-Olesen’s and Archer’s concepts of identity and concerns can contribute to an understanding of the relationship between work and learner identity.
    Through narrative work-life interviews I examine how engagement in unskilled work in small and medium sized Danish enterprises causes a multitude of different and ambiguous immediate experiences and concerns pivotal for the workers’ learner identities.
    Original languageEnglish
    Title of host publicationChanging Configurations of Adult Education in Transitional Times
    EditorsBernd Käpplinger, Nina Lichte, Erik Haberzeth, Claudia Kulmus
    Number of pages14
    Place of PublicationBerlin
    PublisherHumboldt-Universität zu Berlin
    Publication date2014
    Pages93 - 106
    ISBN (Electronic)978-3-86004-297-7
    Publication statusPublished - 2014
    EventThe 7th European Research Conference (ESREA): Changing configurations - Humboldt-University, Berlin, Germany
    Duration: 4 Sep 20137 Sep 2013


    ConferenceThe 7th European Research Conference (ESREA)
    Internet address

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