Tara Fenwick
Biographic Data
| ID | 325462 |
|---|---|
| NAME | Tara Fenwick |
| GIVEN NAMES | Tara |
| FAMILY NAME | Fenwick |
| SIGNATURE | FENWICK T |
| AFFILIATIONS | University of Stirling |
| VERIFIED | No |
| TOTAL WORKS | 32 |
| TOTAL CITATIONS | 195 |
| AUTHOR COUNT | 31 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 8 |
Revisiting Actor-Network Theory in Education
Social media, professionalism and higher education: A Sociomaterial Consideration
Within debates about student professionalism and how to develop it in higher education (HE), increasing focus has turned to students' uses of social media. While social media skills are promoted by some HE educators, most emphasis is still given to perceived hazards and abuses of social media in practice. These are typically framed as a matter of professional ethics; some have argued for new codes of ‘e-professionalism'. This article problematize…
Sociomateriality and Learning: A Critical Approach
This chapter provides an introduction to perspectives that may be described as 'sociomaterial', discussing their premises and examples in educational research. These perspectives have been influenced by a range of theoretical families including actor-network theory and sociotechnical studies, complexity theory, new feminist materialisms, poststructural geographies, and others. The main premise they share is that there are no clear, inherent disti…
Learning in Technology-Enhanced Medical Simulation: Locations and Knowings
This qualitative study focuses on how knowings and learning take place in full-scale simulation training of medical and nursing students, by drawing upon actor-network theory (ANT). ANT situates materiality as a part of the social practices. Knowing and learning, according to ANT, are not simply cognitive or social phenomena, but are seen as emerging as effects of the relation between material assemblages and human actors being performed into bei…
Mapping a surgeon's becoming with Deleuze
The process of 'becoming' shapes professionals' capability, confidence and identity. In contrast to notions of rugged individuals who achieve definitive status as experts, 'becoming' is a continuous emergent condition. It is often a process of struggle, and is always interminably linked to its environs and relationships. 'Becoming' is a way of understanding the tensions of everyday practice and knowledge of professionals. In this paper, we explor…
Critique and Politics: A sociomaterialist intervention
Sociomaterial theories, including actor–network theory (ANT), materialist feminism and posthumanism, are sometimes argued to not be addressing or unable to address sufficiently the political and are therefore dismissed as irrelevant to educational research. Through an extended discussion of writers across the social sciences, this article seeks to counter such a view. Drawing specifically on the work of Latour on the nature of critique and on exa…
Materialities, textures and pedagogies: Socio-material assemblages in education
Research in learning and pedagogy has for some time been turning away from preoccupation with individual learners, teachers or minds to embrace the situatedness of these processes and their many in...
Co-production in Professional Practice: A Sociomaterial Analysis
Co-production, typically defined as services and products that are planned and delivered in full conjunction with clients, has become a popular policy discourse and prescription for professional practice across a wide range of public services. Literature tends to herald the democratic and even transformative potential of co-production, yet there is little empirical evidence of its processes and negotiations at the front lines of everyday practice…
Negotiating Networks of Self-employed Work: Strategies of Minority Ethnic Contractors
Within the increased flexible, contracted work in cities, employment is negotiated through network arrangements characterised by multiplicity, mobility and fluidity. For Black and minority ethnic group members, this network labour becomes fraught as they negotiate both their own communities, which can be complex systems of conflicting networks, as well as non-BME networks which can be exclusionary. This discussion explores the networking experien…
Older professional workers and continuous learning in new capitalism
Amidst projected shortages of skilled workers, policy measures to retain older workers in employment include increasing their participation in learning. However, the few studies produced to date examining older workers’ learning suggest complexities not recognized in human capital conceptions of skill development and assumptions of declining seniors’ participation. To build on these studies, particularly in older professionals’ learning, which ha…
Sociomaterial approaches to conceptualising professional learning and practice
Why focus on professional learning, and why does it need reconceptualising?Professionals' knowledge and decisions influence all facets of modern life.As Abbott (1988) expresses it, the professions have come to "dominate our world.They heal our bodies, measure our profits and save our souls".Some might argue that professionals' learning and work is not terribly different to other vocational practitioners.However, an important distinction is wielde…
Considering Materiality in Educational Policy: Messy Objects and Multiple Reals
Educational analysts need new ways to engage with policy processes in a networked world of complex transnational connections. In this discussion, Tara Fenwick and Richard Edwards argue for a greater focus on materiality in educational policy as a way to trace the heterogeneous interactions and precarious linkages that enact policy as complex manifestations. In particular, Fenwick and Edwards point to the methodologies of actor-network theory (ANT…
Actor-Network Theory in Education
Actor-Network Theory (ANT) has enjoyed wide uptake in the social sciences in the past three decades, particularly in science and technology studies, and is increasingly attracting the attention of educational researchers. ANT studies bring to the fore the material – objects of all kinds – and de-centre the human and the social in educational issues. ANT sensibilities are interested in the ways human and non-human elements become interwoven. Since…
(Un )Doing standards in education with actor‐network theory
Recent critiques have drawn important attention to the depoliticized consensus and empty promises embedded in network discourses of educational policy. While acceding this critique, this discussion argues that some forms of network analysis – specifically those adopting actor‐network theory (ANT) approaches – actually offer useful theoretical resources for policy studies. Drawing from ANT‐inspired studies of policy processes associated with educa…
Accountability practices in adult education: Insights from actor—network theory
Accountability mechanisms in adult education, their constitution and their effects, are of increasing concern in an era threatening massive reductions to resources for adult education activity. Such mechanisms are frequently portrayed as unassailably oppressive. However, alternative analyses have illuminated contradictions and ambiguities in the assembly and mobilization of such mechanisms that offer escape routes and non-calculable or even trans…
Introduction: Reclaiming and Renewing Actor Network Theory for Educational Research
Actor--network theory (ANT) continues to enjoy a lively trajectory in the social sciences since its emergence in the early 1980s at the Centre de Sociologie de l'Innovation (CSI) of the École nationale supérieure des mines de Paris.Largely associated with its progenitors in science and technology studies including Bruno Latour, John Law and Michael Callon, ANT has contributed an important series of analytic approaches and considerations that rupt…
Reading Educational Reform with Actor Network Theory: Fluid spaces, otherings, and ambivalences
In considering two extended examples of educational reform efforts, this discussion traces relations that become visible through analytic approaches associated with actor‐network theory (ANT). The strategy here is to present multiple readings of the two examples. The first reading adopts an ANT approach to follow ways that all actors—human and non‐human entities, including the entity that is taken to be ‘educational reform’—are performed into bei…
Workplace 'learning' and adult education: Messy objects, blurry maps and making difference
This article reviews diverse representations of learning evident among published accounts of workplace learning across fields such as adult education, human resource development, management and organisation studies. The discussion critically addresses the question of how to mediate a multiplicity of definitional, ideological and purposive orientations. The argument here is that the issue is not perspectival, but ontological. The critical problem …
Whither Research in Enterprise? A Response to Salaman and Storey
Responsibility, Complexity Science and Education: Dilemmas and Uncertain Responses
In Search of Moral Coherence: Reconciling Uneasy Histories and Identities
Through an autoethnographic account the authors explore the various entanglements, ambiguities, and conflicts inherent in the research relationships of institutionally marginalized communities. Agency and moral coherence are constructs with which personal, political, and sociocultural dimensions of negotiating a research identity are framed. They use a feminist lens to examine relations, autoethnography to reflexively examine these relations, and…
Tightrope walkers and solidarity sisters: Critical workplace educators in the garment industry
This article focuses on the complex negotiations of critical workplace educators positioned amongst contradictory agendas and discourses in the workplace. While philosophically aligned with critical pedagogical agendas of transformation and collective action for workplace change, these educators perform an array of pedagogic articulations in everyday practice to secure their continued presence in the workplace. What becomes evident in these seemi…
Work, Learning, and Education in the Knowledge Economy: A Working-Class Perspective
As policy rhetoric continues to spin the “knowledge economy” and urgently demand lifelong learning of all workers who don’t want to be left behind, schools have been pressured to prepare workers to
The audacity of hope: Towards poorer pedagogies
This paper critically examines popular discourses of pedagogy circulating in adult education theory and practice: pedagogy as (heroic or nurturing) person, as prescriptive strategy, as political purpose, and as situated practices. I argue that problematic conceptions and desires can be identified across these discourses that lead to orientations of control and discipline, animated by moral essentialism, in the teaching-learning relation. In an ef…
What happens to the girls? gender, work and learning in Canada's ‘new economy’1
Policies hailing lifelong learning in the so‐called New Economy promote equitable knowledge work and work‐related learning opportunities for all. Gender is hardly mentioned in these discourses; some might assume gender is ‘resolved’ in a new economy emphasizing entrepreneurism, technology, knowledge creation and continuous learning. However a closer look reveals that gendered inequity persists both in access to and experience of these learning op…
Considering Materiality in Educational Policy: Messy Objects and Multiple Reals
Educational analysts need new ways to engage with policy processes in a networked world of complex transnational connections. In this discussion, Tara Fenwick and Richard Edwards argue for a greater focus on materiality in educational policy as a way to trace the heterogeneous interactions and precarious linkages that enact policy as complex manifestations. In particular, Fenwick and Edwards point to the methodologies of actor-network theory (ANT…
Transgressive Desires: New Enterprising Selves in the New Capitalism
The growth of self-employed enterprise and the supposed ascendancy of the 'enterprising self' are commonly associated with the forces of flexibilization and individualization in contemporary work arrangements. What is driving these forces and their effects can be understood, in part, by examining what psychoanalytic theory would name desire. The focus here is upon the dynamics of desire among individuals who leave jobs to enter the growing ranks …
Sociomaterial approaches to conceptualising professional learning and practice
Why focus on professional learning, and why does it need reconceptualising?Professionals' knowledge and decisions influence all facets of modern life.As Abbott (1988) expresses it, the professions have come to "dominate our world.They heal our bodies, measure our profits and save our souls".Some might argue that professionals' learning and work is not terribly different to other vocational practitioners.However, an important distinction is wielde…
(Un )Doing standards in education with actor‐network theory
Recent critiques have drawn important attention to the depoliticized consensus and empty promises embedded in network discourses of educational policy. While acceding this critique, this discussion argues that some forms of network analysis – specifically those adopting actor‐network theory (ANT) approaches – actually offer useful theoretical resources for policy studies. Drawing from ANT‐inspired studies of policy processes associated with educa…
Reading Educational Reform with Actor Network Theory: Fluid spaces, otherings, and ambivalences
In considering two extended examples of educational reform efforts, this discussion traces relations that become visible through analytic approaches associated with actor‐network theory (ANT). The strategy here is to present multiple readings of the two examples. The first reading adopts an ANT approach to follow ways that all actors—human and non‐human entities, including the entity that is taken to be ‘educational reform’—are performed into bei…
Critique and Politics: A sociomaterialist intervention
Sociomaterial theories, including actor–network theory (ANT), materialist feminism and posthumanism, are sometimes argued to not be addressing or unable to address sufficiently the political and are therefore dismissed as irrelevant to educational research. Through an extended discussion of writers across the social sciences, this article seeks to counter such a view. Drawing specifically on the work of Latour on the nature of critique and on exa…
Introduction: Reclaiming and Renewing Actor Network Theory for Educational Research
Actor--network theory (ANT) continues to enjoy a lively trajectory in the social sciences since its emergence in the early 1980s at the Centre de Sociologie de l'Innovation (CSI) of the École nationale supérieure des mines de Paris.Largely associated with its progenitors in science and technology studies including Bruno Latour, John Law and Michael Callon, ANT has contributed an important series of analytic approaches and considerations that rupt…
Responsibility, Complexity Science and Education: Dilemmas and Uncertain Responses
What happens to the girls? gender, work and learning in Canada's ‘new economy’1
Policies hailing lifelong learning in the so‐called New Economy promote equitable knowledge work and work‐related learning opportunities for all. Gender is hardly mentioned in these discourses; some might assume gender is ‘resolved’ in a new economy emphasizing entrepreneurism, technology, knowledge creation and continuous learning. However a closer look reveals that gendered inequity persists both in access to and experience of these learning op…
Women composing selves, seeking authenticity: A study of women's development in the workplace
The workplace has received increasing attention in the past decade as an important site of adult learning and development. Responses in the form of educational programmes, organizational structures and leadership to promote ‘continuous learning’, and a new focus on workplace teaching have proliferated. But our understanding of the activities and processes of workplace learning remain vague, particularly in the case of women, for whom experiences …
Lady, Inc: Women learning, negotiating subjectivity in entrepreneurial discourses
This paper presents an analysis of individuals' experiential learning through their work as entrepreneurs. 1In particular, it examines women's learning as a ‘working-through’ of discursive conflicts of subjectivity. The paper is grounded in a poststructural frame that understands subjectivity to be continuously constituted through engagement with cultural discourses and learning to occur at the interstices of negotiating positionality and identit…
Tightrope walkers and solidarity sisters: Critical workplace educators in the garment industry
This article focuses on the complex negotiations of critical workplace educators positioned amongst contradictory agendas and discourses in the workplace. While philosophically aligned with critical pedagogical agendas of transformation and collective action for workplace change, these educators perform an array of pedagogic articulations in everyday practice to secure their continued presence in the workplace. What becomes evident in these seemi…
The audacity of hope: Towards poorer pedagogies
This paper critically examines popular discourses of pedagogy circulating in adult education theory and practice: pedagogy as (heroic or nurturing) person, as prescriptive strategy, as political purpose, and as situated practices. I argue that problematic conceptions and desires can be identified across these discourses that lead to orientations of control and discipline, animated by moral essentialism, in the teaching-learning relation. In an ef…
Reclaiming and re-embodying experiential learning through complexity science
At a time when ‘informal’ and ‘practice-based’ learning are receiving unprecedented emphasis in lifelong learning debates, this article offers an apologia for experiential learning (EL) in adult education. Taking the position that the signifier of experience allows a foregrounding of the problematics of experience and the centrality of embodiment in learning, the argument does not deny theoretical weaknesses plaguing the experiential learning dis…
Knowledge and the enterprising self: Workplace refugees navigating entrepreneurial discourse
Two concerns have received significant attention in critical writing about work and learning in late modernity: the subjugation of workers’ learning to the self-interest of capitalist corporations; and the cultural hegemony of the ‘ enterprise ethos’ . In an era when so-called knowledge capital is presumed key to corporate competitiveness, worker learning becomes an oft-contested site for developing this capital. Workers’ subjectivity, their ongo…
Negotiating Networks of Self-employed Work: Strategies of Minority Ethnic Contractors
Within the increased flexible, contracted work in cities, employment is negotiated through network arrangements characterised by multiplicity, mobility and fluidity. For Black and minority ethnic group members, this network labour becomes fraught as they negotiate both their own communities, which can be complex systems of conflicting networks, as well as non-BME networks which can be exclusionary. This discussion explores the networking experien…
Accountability practices in adult education: Insights from actor—network theory
Accountability mechanisms in adult education, their constitution and their effects, are of increasing concern in an era threatening massive reductions to resources for adult education activity. Such mechanisms are frequently portrayed as unassailably oppressive. However, alternative analyses have illuminated contradictions and ambiguities in the assembly and mobilization of such mechanisms that offer escape routes and non-calculable or even trans…
Workplace 'learning' and adult education: Messy objects, blurry maps and making difference
This article reviews diverse representations of learning evident among published accounts of workplace learning across fields such as adult education, human resource development, management and organisation studies. The discussion critically addresses the question of how to mediate a multiplicity of definitional, ideological and purposive orientations. The argument here is that the issue is not perspectival, but ontological. The critical problem …
Boldly solving the world: A critical analysis of problem-based learning as a method of professional education
(1998). Boldly solving the world: a critical analysis of problem-based learning as a method of professional education. Studies in the Education of Adults: Vol. 30, No. 1, pp. 53-66
Mapping a surgeon's becoming with Deleuze
The process of 'becoming' shapes professionals' capability, confidence and identity. In contrast to notions of rugged individuals who achieve definitive status as experts, 'becoming' is a continuous emergent condition. It is often a process of struggle, and is always interminably linked to its environs and relationships. 'Becoming' is a way of understanding the tensions of everyday practice and knowledge of professionals. In this paper, we explor…
Older professional workers and continuous learning in new capitalism
Amidst projected shortages of skilled workers, policy measures to retain older workers in employment include increasing their participation in learning. However, the few studies produced to date examining older workers’ learning suggest complexities not recognized in human capital conceptions of skill development and assumptions of declining seniors’ participation. To build on these studies, particularly in older professionals’ learning, which ha…
Discursive Work for Educational Administrators: Tensions in ńegotiating partnerships
(2004). Discursive Work for Educational Administrators: Tensions in negotiating partnerships. Discourse: Studies in the Cultural Politics of Education: Vol. 25, No. 2, pp. 171-187
Boldly solving the world: A critical analysis of problem-based learning as a method of professional education
(1998). Boldly solving the world: a critical analysis of problem-based learning as a method of professional education. Studies in the Education of Adults: Vol. 30, No. 1, pp. 53-66
Women composing selves, seeking authenticity: A study of women's development in the workplace
The workplace has received increasing attention in the past decade as an important site of adult learning and development. Responses in the form of educational programmes, organizational structures and leadership to promote ‘continuous learning’, and a new focus on workplace teaching have proliferated. But our understanding of the activities and processes of workplace learning remain vague, particularly in the case of women, for whom experiences …
Knowledge and the enterprising self: Workplace refugees navigating entrepreneurial discourse
Two concerns have received significant attention in critical writing about work and learning in late modernity: the subjugation of workers’ learning to the self-interest of capitalist corporations; and the cultural hegemony of the ‘ enterprise ethos’ . In an era when so-called knowledge capital is presumed key to corporate competitiveness, worker learning becomes an oft-contested site for developing this capital. Workers’ subjectivity, their ongo…
Lady, Inc: Women learning, negotiating subjectivity in entrepreneurial discourses
This paper presents an analysis of individuals' experiential learning through their work as entrepreneurs. 1In particular, it examines women's learning as a ‘working-through’ of discursive conflicts of subjectivity. The paper is grounded in a poststructural frame that understands subjectivity to be continuously constituted through engagement with cultural discourses and learning to occur at the interstices of negotiating positionality and identit…
Transgressive Desires: New Enterprising Selves in the New Capitalism
The growth of self-employed enterprise and the supposed ascendancy of the 'enterprising self' are commonly associated with the forces of flexibilization and individualization in contemporary work arrangements. What is driving these forces and their effects can be understood, in part, by examining what psychoanalytic theory would name desire. The focus here is upon the dynamics of desire among individuals who leave jobs to enter the growing ranks …
Reclaiming and re-embodying experiential learning through complexity science
At a time when ‘informal’ and ‘practice-based’ learning are receiving unprecedented emphasis in lifelong learning debates, this article offers an apologia for experiential learning (EL) in adult education. Taking the position that the signifier of experience allows a foregrounding of the problematics of experience and the centrality of embodiment in learning, the argument does not deny theoretical weaknesses plaguing the experiential learning dis…
What happens to the girls? gender, work and learning in Canada's ‘new economy’1
Policies hailing lifelong learning in the so‐called New Economy promote equitable knowledge work and work‐related learning opportunities for all. Gender is hardly mentioned in these discourses; some might assume gender is ‘resolved’ in a new economy emphasizing entrepreneurism, technology, knowledge creation and continuous learning. However a closer look reveals that gendered inequity persists both in access to and experience of these learning op…
Discursive Work for Educational Administrators: Tensions in ńegotiating partnerships
(2004). Discursive Work for Educational Administrators: Tensions in negotiating partnerships. Discourse: Studies in the Cultural Politics of Education: Vol. 25, No. 2, pp. 171-187
Work, Learning, and Education in the Knowledge Economy: A Working-Class Perspective
As policy rhetoric continues to spin the “knowledge economy” and urgently demand lifelong learning of all workers who don’t want to be left behind, schools have been pressured to prepare workers to
The audacity of hope: Towards poorer pedagogies
This paper critically examines popular discourses of pedagogy circulating in adult education theory and practice: pedagogy as (heroic or nurturing) person, as prescriptive strategy, as political purpose, and as situated practices. I argue that problematic conceptions and desires can be identified across these discourses that lead to orientations of control and discipline, animated by moral essentialism, in the teaching-learning relation. In an ef…
Tightrope walkers and solidarity sisters: Critical workplace educators in the garment industry
This article focuses on the complex negotiations of critical workplace educators positioned amongst contradictory agendas and discourses in the workplace. While philosophically aligned with critical pedagogical agendas of transformation and collective action for workplace change, these educators perform an array of pedagogic articulations in everyday practice to secure their continued presence in the workplace. What becomes evident in these seemi…
Whither Research in Enterprise? A Response to Salaman and Storey
Responsibility, Complexity Science and Education: Dilemmas and Uncertain Responses
In Search of Moral Coherence: Reconciling Uneasy Histories and Identities
Through an autoethnographic account the authors explore the various entanglements, ambiguities, and conflicts inherent in the research relationships of institutionally marginalized communities. Agency and moral coherence are constructs with which personal, political, and sociocultural dimensions of negotiating a research identity are framed. They use a feminist lens to examine relations, autoethnography to reflexively examine these relations, and…
Actor-Network Theory in Education
Actor-Network Theory (ANT) has enjoyed wide uptake in the social sciences in the past three decades, particularly in science and technology studies, and is increasingly attracting the attention of educational researchers. ANT studies bring to the fore the material – objects of all kinds – and de-centre the human and the social in educational issues. ANT sensibilities are interested in the ways human and non-human elements become interwoven. Since…
(Un )Doing standards in education with actor‐network theory
Recent critiques have drawn important attention to the depoliticized consensus and empty promises embedded in network discourses of educational policy. While acceding this critique, this discussion argues that some forms of network analysis – specifically those adopting actor‐network theory (ANT) approaches – actually offer useful theoretical resources for policy studies. Drawing from ANT‐inspired studies of policy processes associated with educa…
Accountability practices in adult education: Insights from actor—network theory
Accountability mechanisms in adult education, their constitution and their effects, are of increasing concern in an era threatening massive reductions to resources for adult education activity. Such mechanisms are frequently portrayed as unassailably oppressive. However, alternative analyses have illuminated contradictions and ambiguities in the assembly and mobilization of such mechanisms that offer escape routes and non-calculable or even trans…
Introduction: Reclaiming and Renewing Actor Network Theory for Educational Research
Actor--network theory (ANT) continues to enjoy a lively trajectory in the social sciences since its emergence in the early 1980s at the Centre de Sociologie de l'Innovation (CSI) of the École nationale supérieure des mines de Paris.Largely associated with its progenitors in science and technology studies including Bruno Latour, John Law and Michael Callon, ANT has contributed an important series of analytic approaches and considerations that rupt…
Reading Educational Reform with Actor Network Theory: Fluid spaces, otherings, and ambivalences
In considering two extended examples of educational reform efforts, this discussion traces relations that become visible through analytic approaches associated with actor‐network theory (ANT). The strategy here is to present multiple readings of the two examples. The first reading adopts an ANT approach to follow ways that all actors—human and non‐human entities, including the entity that is taken to be ‘educational reform’—are performed into bei…
Workplace 'learning' and adult education: Messy objects, blurry maps and making difference
This article reviews diverse representations of learning evident among published accounts of workplace learning across fields such as adult education, human resource development, management and organisation studies. The discussion critically addresses the question of how to mediate a multiplicity of definitional, ideological and purposive orientations. The argument here is that the issue is not perspectival, but ontological. The critical problem …
Considering Materiality in Educational Policy: Messy Objects and Multiple Reals
Educational analysts need new ways to engage with policy processes in a networked world of complex transnational connections. In this discussion, Tara Fenwick and Richard Edwards argue for a greater focus on materiality in educational policy as a way to trace the heterogeneous interactions and precarious linkages that enact policy as complex manifestations. In particular, Fenwick and Edwards point to the methodologies of actor-network theory (ANT…
Materialities, textures and pedagogies: Socio-material assemblages in education
Research in learning and pedagogy has for some time been turning away from preoccupation with individual learners, teachers or minds to embrace the situatedness of these processes and their many in...
Co-production in Professional Practice: A Sociomaterial Analysis
Co-production, typically defined as services and products that are planned and delivered in full conjunction with clients, has become a popular policy discourse and prescription for professional practice across a wide range of public services. Literature tends to herald the democratic and even transformative potential of co-production, yet there is little empirical evidence of its processes and negotiations at the front lines of everyday practice…
Negotiating Networks of Self-employed Work: Strategies of Minority Ethnic Contractors
Within the increased flexible, contracted work in cities, employment is negotiated through network arrangements characterised by multiplicity, mobility and fluidity. For Black and minority ethnic group members, this network labour becomes fraught as they negotiate both their own communities, which can be complex systems of conflicting networks, as well as non-BME networks which can be exclusionary. This discussion explores the networking experien…
Older professional workers and continuous learning in new capitalism
Amidst projected shortages of skilled workers, policy measures to retain older workers in employment include increasing their participation in learning. However, the few studies produced to date examining older workers’ learning suggest complexities not recognized in human capital conceptions of skill development and assumptions of declining seniors’ participation. To build on these studies, particularly in older professionals’ learning, which ha…
Sociology (28 works) · Social science (18 works) · Pedagogy (15 works) · Political science (15 works) · Epistemology (14 works) · Innovative Education and Learning Practices (12 works) · Psychology (11 works) · Actor–network theory (9 works) · Law (8 works) · Law (8 works)