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Rethinking design: from the methodology of innovation to the object of design
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Enacting equality: rethinking emancipation and adult education with Jacque Rancière
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Keeping going in austere times: the declining spaces for adult widening participation in Higher Education in England
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Self-construction and social transformation: Lifelong, lifewide and life-deep learning
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Harman, Kerry. - : The National Institute of Adult Continuing Education, 2018
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Self-construction and social transformation: lifelong, lifewide and life-deep learning
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Harman, Kerry. - : The National Institute of Adult Continuing Education, 2018
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Self-construction and social transformation: Lifelong, lifewide and life-deep learning
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A tentative return to experience in researching learning at work
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Democracy, emancipation and widening participation in the UK: changing the ‘distribution of the sensible’
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Harman, Kerry. - : The National Institute of Adult Continuing Education, 2017
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Examining work – education intersections: the production of learning reals in and through practice
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Harman, Kerry. - : European Society for Research on the Education of Adults (ESREA), 2016
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The multiple reals of workplace learning
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Harman, Kerry. - : European Society for Research on the Education of Adults (ESREA), 2014
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Everyday learning in a public sector workplace: the embodiment of managerial discourses
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Abstract:
This article uses a Foucauldian conceptualization of processes of subjectification to examine the everyday learning of a manager in and through their talk about work. A Foucauldian poststructuralist approach draws attention to the discursive mechanisms whereby people are turned into and turn themselves into subjects. This process is theorized by Foucault as the interplay of technologies of power with technologies of the self (Rose, 1996, 1999a). This perspective provides an account of subjectivity as integrally interrelated with power and knowledge, thereby challenging a prevailing view in much of the organizational learning and workplace learning literature of subjectivity as autonomous and essential. A Foucauldian perspective enables power to be introduced into accounts of everyday learning at work but in a way that avoids reproducing a top-down and monolithic view of power. Importantly, it provides the analytic space for re-presenting workplace learners as active in the ongoing negotiation of identity, rather than only acted on by top down forces.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/5260/ https://doi.org/10.1177/1350507611427232
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Assessment talk in design: the multiple purposes of assessment in HE
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Learning to assess in higher education: a collaborative exploration of the interplay of "formal" and "informal" learning in the academic workplace
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Intersections: the utility of an "assessment for learning" discourse for design educators
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Structure and play: rethinking regulation in the higher education sector
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Boundary crossing: negotiating learning outcomes in industry based student projects
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