Tusting, Karin (2012) Learning accountability literacies in educational workplaces:situated learning and processes of commodification. Language and Education, 26 (2). pp. 121-138. ISSN 0950-0782
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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.
|Journal or Publication Title:||Language and Education|
|Additional Information:||Date of Acceptance: 11/11/2011 The final, definitive version of this article has been published in the Journal, Language and Education, 26 (2), 2012, © Informa Plc|
|Uncontrolled Keywords:||literacy ; workplace literacy ; Commodification|
|Subjects:||P Language and Literature > P Philology. Linguistics|
|Departments:||Faculty of Arts & Social Sciences > Linguistics & English Language|
|Deposited On:||21 Sep 2011 09:47|
|Last Modified:||09 Apr 2015 09:38|
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