Reading across Workplace Learning Research to Build Dialogue

作     者：Peter H.Sawchuk 

作者机构：Department of Sociology&Equity Studies in EducationOntario Institute for Studies in Education of the University of TorontoToronto M5S 1V6Canada 

出 版 物：《Frontiers of Education in China》 (中国高等学校学术文摘·教育学（英文）)

年 卷 期：2010年第5卷第3期

页      面：365-381页

学科分类：0402[教育学-心理学(可授教育学、理学学位）] 0502[文学-外国语言文学] 050201[文学-英语语言文学] 0401[教育学-教育学] 05[文学] 

主　　题：workplace learning overview historical origins comparative conceptual approaches 

摘      要：The field of workplace learning scholarship in Western countries is reviewed. First, the emergence of workplace learning scholarship is discussed historically for its relation to the emergence and ongoing development of capitalism beginning from early thought on markets and productivity, 20th century scientific management, industrialism and post-industrialism theses, and finally contemporary conceptual and disciplinary expansion and the conditions of globalization under late capitalism. Following this, six thematic clusters of research are discussed in relation to key scholars, their primary contributions and the ways that each can, potentially, inform those working in other areas of workplace learning scholarship. These thematic clusters include the following: i. cognition, expertise, and the individual;ii. micro-interaction, cognition, and communication;iii. mediated practice and participation;iv. meaning, identity, and organization life;v. authority, conflict, and control;and vi. competitiveness and knowledge management. It is concluded that no single thematic cluster has established predominance, and that there is a strong tendency toward isolation or balkanization of research interests (thematically, nationally, linguistically, etc.) despite a variety of parallel and/or mutually informing interests.