Adult Education in a Workplace Context: Recognising Production Workers' Responses and Partnership Challenges

Autor/in	Wärvik, Gun-Britt
Titel	Adult Education in a Workplace Context: Recognising Production Workers' Responses and Partnership Challenges
Quelle	In: Educational Action Research, 24 (2016) 3, S.353-368 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2016.1180253
Schlagwörter	Adult Education; Partnerships in Education; Workplace Learning; Foreign Countries; Adult Educators; Labor Market; Recognition (Achievement); Teaching Methods; Work Environment; Interviews; Sweden + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Hochschulpartnerschaft; Ausland; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Labour market; Arbeitsmarkt; Soziale Anerkennung; Teaching method; Lehrmethode; Unterrichtsmethode; Arbeitsmilieu; Interviewing; Interviewtechnik; Schweden
Abstract	This article is about a larger regional Swedish partnership programme that was established to develop site-based education for production workers. A partnership is seen as composed of different practice architectures. The actors involved represented larger transnational as well as smaller manufacturing companies, employers, the metal workers' trade union, educational organizations, university researchers and public labour market authorities. Adult education teachers were engaged to act as leading action researchers on company-specific projects. The partnership programme is used here to illustrate the problem of supporting recognition under shifting partnership circumstances. The aim is to analyse enabling and constraining conditions affecting the teachers' efforts as well as new possibilities that appeared as the partnership evolved over time. The article illustrates how the development of site-based education within a partnership framework means to develop a new practice that is very sensitive to local circumstances. It also shows how local meetings between people both enable and constrain, but also may open up a space for mutual recognition. A normative argument is that local spaces for mutual recognition need to be supported in a respectful way. Recognition of the particularities of each site is vital for this to happen. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01