Rights statement: The final, definitive version of this article has been published in the Journal, Language and Education, 26 (2), 2012, © Informa Plc
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Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Learning accountability literacies in educational workplaces
T2 - situated learning and processes of commodification
AU - Tusting, Karin
N1 - The final, definitive version of this article has been published in the Journal, Language and Education, 26 (2), 2012, © Informa Plc
PY - 2012
Y1 - 2012
N2 - Literacies are always learned in particular social places and spaces, and the nature of a site shapes the experiences people have of learning literacies there. This paper considers the experiences of staff in two contrasting workplaces: an early years centre, and an adult education college. Both are educational workplaces, and staff are engaged in extensive literacy practices relating to recording and accountability, which they colloquially term ‘the paperwork’. In both sites, this paperwork is a source of struggle. However, closer analysis based on interviews and observations showed that there were significant differences between people’s experiences of learning accountability paperwork practices in the two sites. The paper identifies the key characteristics of these sites which seemed to foster or discourage the development of ‘mastery’ or ‘skilled knowledgeability’, drawing on situated learning theory. These site-specific characteristics are related to the broader processes of commodification of education within which the sites are situated.
AB - Literacies are always learned in particular social places and spaces, and the nature of a site shapes the experiences people have of learning literacies there. This paper considers the experiences of staff in two contrasting workplaces: an early years centre, and an adult education college. Both are educational workplaces, and staff are engaged in extensive literacy practices relating to recording and accountability, which they colloquially term ‘the paperwork’. In both sites, this paperwork is a source of struggle. However, closer analysis based on interviews and observations showed that there were significant differences between people’s experiences of learning accountability paperwork practices in the two sites. The paper identifies the key characteristics of these sites which seemed to foster or discourage the development of ‘mastery’ or ‘skilled knowledgeability’, drawing on situated learning theory. These site-specific characteristics are related to the broader processes of commodification of education within which the sites are situated.
KW - literacy
KW - workplace literacy
KW - Commodification
U2 - 10.1080/09500782.2011.642879
DO - 10.1080/09500782.2011.642879
M3 - Journal article
VL - 26
SP - 121
EP - 138
JO - Language and Education
JF - Language and Education
SN - 0950-0782
IS - 2
ER -