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1.
The purpose of this paper is to contribute to the literature concerned with bodily perspectives on professional learning by reporting on a study of Swedish police officers’ sport participation as a form of occupational learning. The study seeks to answer how ideals of work practice and sport participation intersect, how professional learning is channelled through sport participation, and how such bodily practices might have excluding effects on professional participation. Using a practice theory framework, the Schatzkian concept of teleoaffective structure guides the analysis. Sixteen interviews were conducted with police officers who practice police sports. The analysis targeted symbolic manifestations of teleoaffectivity, and the findings indicate five overlapping ideals between sport and police practice. In addition, one police specific ideal was constructed. Based on these findings, we discuss how professionals learn by participation in practices not directly related to the work in question, and how such learning includes and excludes from participation. 相似文献
2.
Maurice C. Taylor David L. Trumpower Edward R. Purse 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2015,61(6):815-833
Workplaces are settings where power, knowledge and self are brought together in a complex social environment which includes various forms of struggle related to identity, agency, socio-cultural norms, political structures and functional practices. The purpose of this article is to uncover how formal and informal work-related learning processes influence the identity transformation of workers with low literacy and essential skills. Drawing on two recent Canadian data bases which serve as cases in this study, the position taken by the authors is that the organisational context can both facilitate and impede worker subjectivity. Various conditions, approaches to learning and training pathways are examined as they contribute to social cognitive and transformative learning theories. 相似文献
3.
Sue Webb Karen Dunwoodie Jane Wilkinson 《International Journal of Lifelong Education》2019,38(1):103-120
ABSTRACTTransnational migration, especially the growth of forced migration is unsettling the literature on widening access to university education. Equity definitions and understandings that frame social inclusion have presumed stable domestic populations within nations and targeted redressing historic internal social inequalities. Refugees and people seeking asylum have high aspirations to access to university education to gain recognition or update qualifications. University access for refugees and people seeking asylum is hampered by restricted funding entitlements that privilege citizens and admissions criteria that position them in the international student market and favour language and cultural requirements that reflect the dominant national culture. A qualitative narrative-based case-study of the admissions practices in one university in Australia explored the opportunities and blockages experienced by those seeking access and the dilemmas recognised by the admissions’ gatekeepers. Employing organisational theory and Scott’s three pillars of a neo-institutional framework, the regulative, the normative and the cultural-cognitive pillars, the article argues that homogenised institutional policies and practices to assess applications construct norms of access and equity, which create new exclusions for forced migrants. In revealing how some gatekeepers sought to ‘workaround’ these practices of exclusion, the article provides hope that informal learning within organisations can lead to organisational change. 相似文献
4.
This paper aims to problematise how gender is being done—1. through occupational choices in two occupations that are traditionally gender divided, elderly care and police work, and 2. through the division of work assignments in police work. Interviews with care workers and police officers are analysed using a “doing gender” perspective, a post-structural notion of subjectivity inspired by Michel Foucault and positioning theory. We argue that a caring discourse operates in elderly care workers’ and police officers’ statements concerning occupational choices, while a daring discourse operates in statements concerning occupational choices within police work. Through these discourses, gender is being done in different ways; caring dispositions are constructed as totally female within the context of elderly care but as more gender-neutral in police work. At the same time, a macho or daring attitude is constructed as a male attribute in police work. Such constructions may have social consequences in terms of dividing work tasks for police, where male officers work in more prestigious and “dangerous” areas, while female officers are left with less prestigious, more caring-associated working areas. 相似文献
5.
This article sets out to argue that organisations can learn but that they cannot do so in their own right without infrastructural
support. This article further examines the notion that individuals in organisations also require the cognitive participation
of the organisation itself as a learning entity to learn. The close reliance and affiliation required between individuals
and organisations to enable their learning from one another are discussed. In continuation of this, specific examples are
provided through the industry sector of information systems development (ISD) projects to illustrate of how organisations
can learn. Finally, the question of how one identifies organisational learning is analysed. Following on from the ISD and
its use in the analogy of organisational learning, the article discusses an organisational empirical research project currently
being undertaken by the authors, which utilises blogs. Though there are many potential organisational learning connotations
associated with blogs, they could be perceived as a type of information system. The ongoing research being undertaken with
the company using the blogs will attempt to identify indicators of learning at the individual, group and organisational levels.
The significance of the issues explored in this article lies in the fact that it addresses an ISD approach to study how an
organisation learns, and why this perspective is useful towards understanding the process of organisational learning. This
article contributes to the organisational learning debate through an illustrative industry example of ISD projects. In doing
so, we wish to argue that though individual learning can occur in ISD projects, the collective nature of projects primarily
engenders the interpretive aspect of organisational learning. We further believe that it is the interactive nature of an ISD
project that allows an organisation to learn in tandem with project members as exemplified through the stages of a project
life cycle. We feel that this article contributes to the ISD and organisational learning literature in terms of linking both
concepts together. 相似文献
6.
Cedric Cullingford 《Education 3-13》2013,41(3):211-221
Recent research on cognition demonstrates how significant it is to listen to and hear what children say about their experience. When we understand what they analyse about the daily events of school, we get a very different picture of what they go through than the official policies would suggest. Children have clear insights into the formal and informal aspects of school. This article summarises some of their thoughts about the curriculum, about how they are taught and what they learn about themselves and society through their experience. 相似文献
7.
《Africa Education Review》2013,10(2):380-394
Abstract This article looks at how the application of the concept of a ‘learning organisation’ can be used at a specific organisation in South Africa to change the work performance of its employees. We do this by exploring different theories, models and definitions of organisational learning, learning organisation, organisational knowledge and knowledge management in the field, and against this background examine the perceptions of employees at a South African Organisation. The article underpins this approach by uniquely balancing conceptual rigour with practical experiences of employees at this institution. The view is taken that organisations are living systems that have the capacity to renew themselves by continuously reflecting on their practices and thereby create new knowledge, share and leverage it. Knowledge acquisition and sharing is closely linked to the core values of the organisation in order to achieve business competitiveness, set goals, efficiency, and overall strategic success. The purpose of this article is to understand how an organisation's training department could use the concept of a learning organisation within the South African context to sustain change. To achieve this objective we (the researchers) used a qualitative research paradigm. A phenomenological design presented the research with opportunities to analyse, interpret, and describe the perceptions, feelings and experiences of the participants at the organisation. Eight semi-structured individual interviews provided data for the purposes of this research. The data was analysed to identify categories, themes and sub-themes. The five main themes discussed are organisational learning, organisational culture, organisational change, globalisation and knowledge management and these were linked to the theory of learning organisations and were based on the findings. 相似文献
8.
Amanda Henshall 《British Journal of Sociology of Education》2018,39(5):593-606
Concerns about youth violence and the radicalisation of pupils have contributed to the deployment of onsite police officers in schools in England. Little is known about the work these officers do. This article firstly outlines the policy background that led to police in schools, and then, with a focus on the schools in London that have onsite officers, data obtained from a Freedom of Information request are combined with school characteristics data to show that officers are more likely to be based in schools with high levels of pupils from disadvantaged backgrounds. Foucault’s work on surveillance is explored in theorising police presence on school sites. The relevance of Agamben’s State of Exception is examined in relation to the school-to-prison pipeline in the United States. The article highlights the need for more empirical work in schools to research the impact of onsite police. 相似文献
9.
Samantha Deane Amy Shuffelton 《Educational Studies A Journal of the American Educational Studies Association》2016,52(6):491-505
Attention to significant commonalities between the position of teachers and police officers, we suggest, illuminates problematic aspects of their position within a democracy. Demographically, both the teaching force and the police force are disproportionately white, yet the commonalities extend beyond race. We suspect too little attention has been paid to other social categorizations, namely social class and gender. Toward this end, we explore the significant commonalities between the position of teachers and police officers and suggest that aspects of their position within a democracy make accountability a problematic tactic for addressing systematic failures. In this article we turn to Plato's discussion of the guardians for his ideal Republic because Plato squarely faces a problem that still dogs us: How are those persons given the right to uphold order to be prevented from turning on the polis they are meant to protect? The answer we offer rests on a theorization of a middle position and on a democratically situated ethical response to the other. 相似文献
10.
Teacher misbehaviour: an analysis of disciplinary orders by the General Teaching Council for England
Damien Page 《British Educational Research Journal》2013,39(3):545-564
This article presents findings from a documentary analysis of 300 disciplinary orders against teachers from the General Teaching Council (GTC) for England. While the extant literature concerning teacher misbehaviour focuses primarily on pedagogical practice, this article draws on the wider organisational misbehaviour paradigm and views teachers as professional employees rather than just classroom practitioners. As such, teachers are embedded within the complexity of organisational systems, procedures and interrelationships as well as being regulated by professional standards. The analysis found that teachers were disciplined for misbehaviours both internal to the employing school and also activities, primarily criminal, that were external to their employment. The article argues that the professional regulation of teaching, being accountable inside and outside of work and the emotional labour of teaching should define teacher misbehaviour as separate from generic organisational misbehaviour frameworks. Furthermore, it argues that, while the GTC viewed teacher misbehaviour as a product of the individual, organisational contexts are also important antecedents of activities that are considered deviant. 相似文献
11.
The preliminary results are reported in a national study of police education. All state police agencies, all municipal agencies serving populations greater than 50,000, and all sheriff's departments with more than 100 sworn officers were surveyed to obtain data on the level of higher education in the departments, policies in support of college education, and the effect of higher education on policing. The survey was followed by indepth site visits to San Diego, San Jose, and Sacramento, California; Kansas City, Missouri; New York City; Tulsa, Oklahoma; and Largo, Florida. Significant findings showed that the average educational level of police officers has risen steadily over the past two decades; that only a small proportion of police departments formally require college for employment of promotion; that the great majority, however, have educational support policies and an “informal” criterion of college for selection and promotion or officers. The data also show that minorities are being recruited effectively and hired with educational levels competitive with those of whites; that women are being recruited effectively with mean educational levels nearly a year higher than those of males; and that employment of minorities in law enforcement in the study population is proportionately comparable to the proportions of minorities in the general population. 相似文献
12.
The relationship between environmental design, communication, and organizational culture is examined to provide performance improvement practitioners with an analytical tool that helps determine appropriate interventions. Organizations are comprised of people who communicate and socially construct artifacts, norms, values, and assumptions that guide how they conduct business. That is, employees interact to create, maintain, and reify their organizational culture. One artifact of organisational culture that should be apparent to human performance technologists is the environmental design of the office in which the organization operates. While some performance improvement interventions focus on the orientation of humans to their physical surroundings (ie., ergonomics), our analysis focuses on the communication patterns and organizational culture imbedded in the physical environment. We posit that performance technologists should look beyond the explicit environment and analyze organizational culture to begin understanding the implicit nature of how employees perform. A case study is provided to illustrate how three levels of organizational culture can be used to analyze an environment in which employees work to determine appropriate performance improvement solutions. 相似文献
13.
Techno‐pedagogy or the powerful combination of various technologies and pedagogy provides new opportunities to support a range of learning environments. This article describes how the Centre for Individual Language Learning (CILL) at Temasek Polytechnic in Singapore applies techno‐pedagogy to a conversational self‐organised learning (S‐O‐L) environment. The concept of S‐O‐L is explained in terms of conversational constractivist learning events within a social context. We also review the pedagogy of S‐O‐L in terms of delivering task management components within a learning organisation. We then show how the CILL facility functions as a self‐organised conversational learning environment with its adapted working model of S‐O‐L pedagogy. We then discuss the three key technologies available in CILL and explain how the integration of these three technologies provides for a conversational scaffolding learning environment that helps deliver the CILL curriculum. This pedagogic process facilitates in learners the development of independent learning skills through both collaborative and individualized language learning encounters that enables them to take increased responsibility for self‐organising their own learning in both school and the community. The article concludes by discussing the benefits of techno‐pedagogic solutions and how these have shaped learning within a self‐organised conversational learning environment at CILL. 相似文献
14.
By examining the cultural images present in the popular musical Wicked, cultural norms and biases toward women in leadership and women’s leadership practices are explored. The discussion rests on conceptions of male and female leadership ‘styles’, how power is obtained and utilised within organisational settings and how resistance and reproduction play key roles in how women as leaders are accepted. 相似文献
15.
Caroline Haythornthwaite Anatoliy Gruzd Sarah Gilbert Marc Esteve del Valle Drew Paulin 《Learning, Media and Technology》2018,43(3):219-235
Learning on and through social media is becoming a cornerstone of lifelong learning, creating places not only for accessing information, but also for finding other self-motivated learners. Such is the case for Reddit, the online news sharing site that is also a forum for asking and answering questions. We studied learning practices found in ‘Ask’ subreddits AskScience, Ask_Politics, AskAcademia, and AskHistorians to develop a coding schema for informal learning. This paper describes the process of evaluating and defining a workable coding schema, one that started with attention to learning processes associated with discourse, exploratory talk, and conversational dialogue, and ended with including norms and practices on Reddit and the support of communities of inquiry. Our ‘learning in the wild’ coding schema contributes a content analysis schema for learning through social media, and an understanding of how knowledge, ideas, and resources are shared in open, online learning forums. 相似文献
16.
《Journal of Further & Higher Education》2012,36(8):1038-1050
AbstractAs an HRD manager in a college, I am responsible for employee wellness within the organisation. However the culture of the college in which I work is toxic, characterised by bullying, destructive leadership, gossip and victimisation. Such a culture is difficult to change and requires a different approach to the expert-led, training interventions that are underpinned by diagnostic organisational development. In this article, I provide evidence that supports my claim that a participatory action research approach, embedded within a dialogic organisational development paradigm, succeeded in improving the work climate as it enabled individuals to identify the factors which contributed to the toxic environment and take action to improve it. The participatory methods employed allowed the x participating college mangers to deal with their own feelings, and enabled them to describe and evaluate the workplace climate as toxic. Armed with a discourse to discuss the problem, they were able to move from helplessness and self-blame to acceptance of responsibility for change. Viewing the problem as a systemic issue enabled them to understand how to modify their practice to embody life-enhancing values that diminished the toxic patterns of communication. By changing conversations, negativity was diminished and negative interactions were replaced by more positive workplace relations. The process described in this account of my learning may be useful to improve the climate in other similarly toxic workplaces. 相似文献
17.
冯萍 《青海师范大学学报(哲学社会科学版)》2007,(4):38-40
警察权利与私权的关系实质如何以及该如何处理，是目前公安执法中迫切需要解决的重大理论问题。从两者的关系分析出发，建构两者协调有序之关系，并指导实践，是实现公安执法合法有效，同时维护私权不受非法侵犯的关键。 相似文献
18.
We examine how global pressures for competitiveness and gender equality have merged into a discourse of ‘inclusive excellence’ in the twenty-first century and shaped three recent German higher education programmes. After placing these programmes in the larger discourse about gender inequalities, we focus on how they adapt current global concerns about both being ‘the best’ and increasing ‘gender equality’ in locally specific ways, a process called vernacularisation. German equality advocates used ‘meeting international standards’ as leverage, drew on self-governance norms among universities, used formal gender plans as mechanisms to direct change, and set up competition to legitimate intervention. This specific incremental policy path for increasing women's status in German universities also mobilised the national funding agency and local gender equality officers as key actors, and placed particular emphasis on family friendliness as the expression of organisational commitment to gender equality. 相似文献
19.
Stefan Hrastinski Anneli Edman Fredrik Andersson Tanvir Kawnine Carol-Ann Soames 《Interactive Learning Environments》2013,21(1):84-96
The aim of this study is to describe and explore how instant messaging (IM) can be used to support informal math coaching. We have studied two projects where university students use IM to coach K-12 students in mathematics. The coaches were interviewed with a focus on how informal coaching works by examining coaching challenges, how coaching can be organized, whether coaching should be anonymous or personal, which tools can be used and how informal math coaching supports learning. Research shows that generating and answering questions are important in the process of understanding and learning, which means that both the students and the coaches can learn math through this type of project. The coaches perceive informal math coaching as complementing online math forums. For students to learn effectively, the coaches need to be able to interpret the students' competence level in order to coach on a level that is within their development zone. It seems particularly challenging to coach at the right level when using IM and, therefore, it is important to establish a personal relationship with the students. 相似文献
20.
《British Educational Research Journal》2006,32(5):687-701
This article presents an analysis of gender identity within the context of lifelong learning. Constructed specifically around individual experiences of occupational apprenticeship in English professional football, it draws on a re‐reading of data collected in the early 1990s to depict the way in which a group of young men were socialised into their new‐found occupational culture and how their identities were shaped by the heavily gendered routines of workplace practice. Framing apprenticeship as a holistic ‘learning’ experience, the article looks at how the legitimate peripheral participation of trainees in an established community of practice facilitated their adaptation to and assimilation of various skills, procedures and institutional norms via informal learning processes. Set against the historical development of apprenticeship in England, the article uses qualitative research findings to determine the extent to which apprenticeship within professional sport might facilitate the reproduction of stereotypical gender norms and values. 相似文献