At the heart of this book is the rapid pace of change, the need to invest in and create good jobs and support the learning that this entails. It brings together a range of socio-cultural perspectives to examine the hard issues in relation to digitalisation, identity, work design and affordances for learning, mediated by the ecosystems within which work, and the workplace is positioned.
The contributors take a strong social justice perspective that seeks to uncover commonly held assumptions about where the responsibility for workplace learning lies, how to understand workplace learning from a range of different perspectives and what it all means for practitioners and researchers in the field. The first section sets the scene in its theorisation of the role and place of workplace learning in the context of changing circumstances. The second section brings together a rich collection of investigations into workplace learning that address the challenges of rapidly changing circumstances. In the final section, the authors consider what workplace learning in changing circumstances means for change practitioners, the changing roles of human resource practitioners, and for workers and quality work.
This volume will appeal to graduate and post-graduate students, and academics as well as practitioners such as adult educators, and human resource personnel.
Section 1: Theoretical framing
1. Complexity theory: a key to
understanding emergent learning and judgements in workplaces
2. Liminality,
uncertainty and troublesome knowledge in learning at work
3. Datafication of
work and learning: what it is, why it matters and how we can deal with it
4.
New interpretations of class and power in work and learning: contributions of
a mind, culture and occupation perspective
5. Cultural-historical
understandings of transitions in changing workplaces
6. Socratic ignorance in
processes of learning with technology Section 2: Investigating workplace
learning for changing circumstances
7. Utilising pedagogically rich
activities to meet emerging workplace learning challenges
8. Shaping the
relationship between working and learning in digitalised working environments
9. Equipping and assessing learners for the ever-changing workplace:
practices, assessment and evaluative judgement
10. Vocational teachers
identity construction at the interface of work and education:
workplace-oriented VET teacher training
11. Meaning-making in a trial of
sector wide change
12. Workplace learning for fair work on digital labour
platforms Section 3: Implications for practice
13. How do public policy
professionals work and learn? Exploring a missing dimension in workplace
learning research
14. Problem identification in Change Laboratories:
workplace learning to eradicate homelessness
15. Working and learning in
client-facing interprofessional project teams as 'fractional ontological
performance': Insights from consulting engineering
16. Innovations and
learning at work: local factors and contributions
17. Leadership in crisis:
learning to lead beyond command and control
Helen Bound is Associate Professor, Institute for Adult Learning at the Singapore University of Social Sciences.
Anne Edwards is Professor Emeritus, Department of Education at the University of Oxford.
Karen Evans is Professor Emeritus, Institute of Education at University College London.
Arthur Chia is Senior Research Fellow, Centre for Ageing Research & Education at Duke-NUS Medical School.
More info about Taylor & Francis e-books