Work and Learning: An Introduction (2013) by Bruce Spencer & Jennifer Kelly
Notice bibliographique
Résumé
Bruce Spencer and Jennifer Kelly intend their primer on work and learning to be a crossdisciplinary and critically orientated introductory text on adult workplace learning in liberal welfare states, a field that the authors acknowledge as lacking in common consensus concerning the limits and boundaries of study.Rather than introducing workplace learning as part of other fields of study, such as the sociology of work or critical political economy, this book represents the more recent scholarly work of several prominent researchers and theorists within education subdisciplines that have carved out an increasingly distinct genre.Educational scholarship within the field of work and learning often comes from a reactionary perspective, critically attuned to how education has been co-opted under a capitalist mode of relations.As Spencer and Kelly highlight throughout the book, the repercussions of capitalism are particular within the current era of neoliberalism, a subject which cannot be ignored within work and learning.Social and economic influence under neoliberalism is argued to reframe education as ongoing self-investment incumbent upon a worker for success within a knowledge economy.Spencer and Kelly's "critical vocationalism" (p.88) attends to this so-called post-industrial framework to address inequalities inherent within this understanding of learning for work.Their book, while just over 100 pages long, covers significant ground within its eight chapters, examining the multifaceted forms of tension between critical and normative perspectives through topics such as managerialism, employer-and employee-initiated learning, prior learning assessment, and democratic forms of work and learning.Grounding their analysis of these aspects of work and learning is a critical orientation with respect to exactly who benefits when learning dovetails with the "desire to extract more from each employee" (p.52).While focus is placed primarily on adult learning from the 1990s onward, a vast exploration of the history of education in Canada is given in the middle of the book, moving from voluntary and informal education of the 1850s to the Canadian Indian Residential School system, progressivism, and neo-conservatism reform that primarily supported vocationally-relevant curriculum in the 1990s.This vocationalism of education is situated within the current era of neo-conservatism, of which the authors provide an overview of the pervasive ideologies that shape educational reform.These dominant understandings often propagate the necessity of vocationally relevant education above all other intents and interests.As the rest of the book examines, this shift deeply affects how occupational learning is situated and the social relations that emerges from it.Vocationalism is shown to take place at multiple levels of education, bringing relevance to readers who may come from other educational sectors or have modest interest in workplace learning.Organizational spaces come to influence one another, as
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,002 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,005 | 0,005 |
| Études des sciences et des technologies | 0,002 | 0,003 |
| Communication savante | 0,005 | 0,006 |
| Science ouverte | 0,002 | 0,004 |
| Intégrité de la recherche | 0,004 | 0,008 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,011 | 0,010 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».