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From 'organisms' to 'boundaries': the uneven development of theory narratives in education, learning and work connections.

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From 'organisms' to 'boundaries': the uneven development of theory narratives in education, learning and work connections. / Saunders, M. S.
In: Journal of Education and Work, Vol. 19, No. 1, 01.02.2006, p. 1-27.

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@article{615ff625ae6d40d38e260171654854c2,
title = "From 'organisms' to 'boundaries': the uneven development of theory narratives in education, learning and work connections.",
abstract = "This paper uses the metaphor of a 'theory narrative' to discuss the way in which the connections between education, learning and work have been understood. It identifies six theory narratives, and analyses each in turn, leading to an overview that suggests the way in which these explanatory frameworks might evolve in the future. The six narratives are grouped into three types. Functionalist and Marxist narratives constitute modernist, 'structuralist' explanations; liberal and progressive emancipatory narratives foreground educational aims and social practice; and boundary-crossing narratives emphasize the integration of learning and work practices. The paper plots the ebb and flow of these narratives in terms of their theoretical assumptions, policy implications and the inferences made for the learner as clear distinctions between educational practices and work practices are challenged.",
keywords = "Education, Work, Learning, Theory, Narratives",
author = "Saunders, {M. S.}",
note = "This paper builds on previous work on theory building in education, learning and work connections. The theoretical innovation is to depict the evolution of theory in this area as a theory 'narrative'. This is a unique way of characterising the way theoretical threads (in this case six ways in which theory of the connections between learning and working are expressed) evolve, shift and interact over time. It takes an international perspective examining the epistemological assumptions, agency, assumptions about the learning process, analytical focus and implications for work embedded in each of the six narratives. The work has now been used as a standard text in University courses focusing on this area. The paper was refereed 'blind' by three referees familiar with the field of research. RAE_import_type : Journal article RAE_uoa_type : Education",
year = "2006",
month = feb,
day = "1",
doi = "10.1080/13639080500523026",
language = "English",
volume = "19",
pages = "1--27",
journal = "Journal of Education and Work",
issn = "1363-9080",
publisher = "Brill",
number = "1",

}

RIS

TY - JOUR

T1 - From 'organisms' to 'boundaries': the uneven development of theory narratives in education, learning and work connections.

AU - Saunders, M. S.

N1 - This paper builds on previous work on theory building in education, learning and work connections. The theoretical innovation is to depict the evolution of theory in this area as a theory 'narrative'. This is a unique way of characterising the way theoretical threads (in this case six ways in which theory of the connections between learning and working are expressed) evolve, shift and interact over time. It takes an international perspective examining the epistemological assumptions, agency, assumptions about the learning process, analytical focus and implications for work embedded in each of the six narratives. The work has now been used as a standard text in University courses focusing on this area. The paper was refereed 'blind' by three referees familiar with the field of research. RAE_import_type : Journal article RAE_uoa_type : Education

PY - 2006/2/1

Y1 - 2006/2/1

N2 - This paper uses the metaphor of a 'theory narrative' to discuss the way in which the connections between education, learning and work have been understood. It identifies six theory narratives, and analyses each in turn, leading to an overview that suggests the way in which these explanatory frameworks might evolve in the future. The six narratives are grouped into three types. Functionalist and Marxist narratives constitute modernist, 'structuralist' explanations; liberal and progressive emancipatory narratives foreground educational aims and social practice; and boundary-crossing narratives emphasize the integration of learning and work practices. The paper plots the ebb and flow of these narratives in terms of their theoretical assumptions, policy implications and the inferences made for the learner as clear distinctions between educational practices and work practices are challenged.

AB - This paper uses the metaphor of a 'theory narrative' to discuss the way in which the connections between education, learning and work have been understood. It identifies six theory narratives, and analyses each in turn, leading to an overview that suggests the way in which these explanatory frameworks might evolve in the future. The six narratives are grouped into three types. Functionalist and Marxist narratives constitute modernist, 'structuralist' explanations; liberal and progressive emancipatory narratives foreground educational aims and social practice; and boundary-crossing narratives emphasize the integration of learning and work practices. The paper plots the ebb and flow of these narratives in terms of their theoretical assumptions, policy implications and the inferences made for the learner as clear distinctions between educational practices and work practices are challenged.

KW - Education

KW - Work

KW - Learning

KW - Theory

KW - Narratives

U2 - 10.1080/13639080500523026

DO - 10.1080/13639080500523026

M3 - Journal article

VL - 19

SP - 1

EP - 27

JO - Journal of Education and Work

JF - Journal of Education and Work

SN - 1363-9080

IS - 1

ER -