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The ‘entrepreneurial university’, family and gender: changes and demands faced by fixed-term workers
Minna Nikunen 《Gender and education》2014,26(2):119-134
Managerialism and neoliberal changes and demands influence the work and family lives of academics differently in different positions and contexts. In this article, I explore how Finnish academics on short fixed-term contracts have been treated, and how they interpret recent changes and their effects on their work and private lives. I ask how the demands and changes are gendered and what consequences they have for work–family balance and gender equality, as well as whether the changes have been internalised or resisted. Managerialism seems to create new ways to govern oneself and to approach academic work, home, children and gender. I argue that these profound changes are veiled by more visible reforms that seem to threaten academic autonomy, such as time surveillance. 相似文献
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The purpose of this study is to increase knowledge regarding involuntary work transitions among laid-off workers. It is part of an ongoing cooperation with two outplacement agencies enrolling white-collar workers. The particular arrangements, which are based on collective agreements, include relatively generous support, both economically and regarding the educational and counselling arrangements offered. A narrative research approach is used and the analysis is based on interviews with 15 people, conducted on two occasions with about a year in between. Conceptualizing the transition as a biographical learning process, the findings point out a great variety within and between cases. While the basic distinction is drawn between people who have changed their status and those who have not, a number of rhetorical varieties are identified, pointing to different modes of biographical learning. The originality of the paper lies in its narrative approach and the particular conceptual framework showing that biographical learning is a vital part of enforced work transitions. 相似文献
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Tak S. Ha 《Studies in Continuing Education》2013,35(1):79-98
In the knowledge economy, many companies are well aware of the vital need to maintain the professional expertise of their workers at a high level. Though there have been a lot of research studies in the areas of professional expertise and workplace learning, few examined the learning pathways novice workers went through to become experts in their professions. Most of the research studies on expertise focused on the nature of expertise and few on its development. As for workplace learning research, most studies focused on the learning resources and methods workers used and the affordances of the workplace in making learning possible. Based on the accounts of expertise development collected from individual information technology (IT) workers in Hong Kong, this paper proposes a four-phase model of professional expertise development in the workplace and discusses its similarities to and differences from extant theories of expertise and skill development. 相似文献
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Tove Skutnabb-Kangas Robert Phillipson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1996,42(4):291-307
European identities may be politonymic, toponymic, ethnomyic or linguonymic (Bromley 1984). Each dimension may affect whether migrant minorities are treated as European, and influence their schooling, integration and rights. Treatment and terminology vary in different states and periods of migration. However, the position for immigrated minorities is that they are still largely seen as workers rather than human beings with equal rights. Lack of success in schools is blamed on the migrants themselves rather than the educational system. This construction of migrants as being deficient is parallel to educational practice which falls within a UN definition of linguistic genocide, and contributes to mis-education. If current efforts in international bodies to codify educational linguistic human rights were to lead to greater support for minorities, this could assist in a redefinition of national identities and a reduction of racism and conflict.
Zusammenfassung Europäische Identitäten können politonym, toponym, ethnonym oder linguonym sein (Bromely 1984). Jede Gruppe kann darauf Einfluß haben, ob Migrantenminderheiten als Europäer behandelt werden und Schulwesen, Integration und Rechte respektiert werden. Noch werden immigrierte Minderheiten jedoch weitgehend als Arbeiter und nicht als Menschen mit gleichen Rechten angesehen. Schulische Mißerfolge werden eher ihnen selbst als dem Bildungssystem angelastet. Diese Darstellung von Migranten als defizitär entspricht derjenigen Handlungsweise im Bildungsbereich, welche unter die Kategorie des linguistischen Genozids definiert wird und welche zu einer mis-education beiträgt. Wenn gegenwärtige Bemühungen internationaler Gremien um die Kodifizierung der Rechte der Menschen auf ihre Sprache Minderheiten unterstützen, könnte dies zu einer Umdefinition nationaler Identitäten und einer Reduzierung von Rassismus und Konflikten führen.
Resumen Las identidades de los Europeos pueden ser politonímicas, toponímicas, etnomímicas o linguonímicas (Bromley 1984). Cada una de estas dimensiones puede influir en que minorías de inmigrantes scan tratadas de Europeos y con ello en su educación escolar, en su integración y en sus derechos. El tratamiento y la terminología varían conforme a los períodos y las circunstancias de la inmigración. No obstante, la posición que se adopta frente a las minorías inmigrantes es la de considerarlos en gran medida como trabajadores y no tanto como seres humanos de iguales derechos. La falta de éxito en los estudios se atribuye a los inmigrantes mismos, más que al sistema de educación. Esta consideración de los inmigrantes como inferiores es paralela a una práctica de la educación que cae bajo una definición de la Naciones Unidas de genocidio lingüístico y contribuye a la educación deficiente. Si los esfuerzos actuales que las organizaciones internacionales ponen en codificar los derechos humanos lingüísticos de la educación estuvieran destinados a brindar un mayor apoyo a las minorías, esto podría ayudar a definir con mayor precisión las identidades nacionales y a reducir el racismo y los conflictos.
Résumé Les identités européennes peuvent être politonymiques, toponymiques, ethnonymiques ou linguonymiques (Bromley 1984). Selon leurs affinités avec chacun de ces domaines, les personnes appartenant aux minorités migrantes sont considérées ou non comme européennes, et cela influence leur scolarité, leur intégration et leurs droits. La façon dont ces personnes sont traitées et la terminologie évoluent selon les différentes étapes et périodes de migration. Mais le plus souvent, les minorités immigrantes sont encore davantage considérées comme des travailleurs que comme des personnes bénéficiant des mêmes droits. Les échecs scolaires sont mis sur le compte des migrants eux-mêmes et non sur celui du système éducatif. Le fait que l'on considère les migrants comme inférieurs se reflète dans une pratique éducative que les Nations Unies appellent génocide linguistique et se traduit par une éducation inadéquate. Si les efforts actuels de la part des institutions internationales pour codifier les droits de l'homme en matière de pédagogie linguistique apportaient un plus grand soutien aux minorités, cela contribuerait à donner une rédéfinition des identités nationales et à réduire le racisme et les conflits.
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Silvia Zanazzi 《International Journal of Lifelong Education》2018,37(2):216-233
A skilled workforce is a prerequisite for productivity and a stepping stone for innovation. This is the reason why education and investment in skills have been made the foundations of Europe 2020, Europe’s strategy to overcome the economic crisis and boost growth. The propensity for developing skills is consistently present in European countries and concerns all educational levels. However, differences between countries are often considerable, in particular with regard to skills and educational attainment. There are countries, such as Italy, which have not been successful thus far at decreasing the number of low-skilled workers. This article aims to describe the situation of low-educated and low-skilled workers in Italy and the impact of the economic crisis on this particularly vulnerable group. The work is based on official data issued by national and international institutions, as well as on results from a narrative analysis of 15 biographical interviews with low-skilled adults in Italy conducted within a Cedefop project. Drawing on both types of sources, the article will offer a perspective on the relationship between structural constraints in regard to access to and participation in lifelong learning in Italy, specifically for low-skilled workers, and individual strategies adopted to cope with these constraints. 相似文献
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WANG Zhichao 《Frontiers of Education in China》2009,4(2):298
A population of migrant workers have appearing during the process of China’s urbanization, and is an important part of the society that cannot be ignored. In the process of integration into cities, the equal development between the rights and obligations of migrant workers is gaining attention. Especially, the issure of schooling of their children has garnered a lot of attention. All problems resulting from schooling of their children are rooted in the asynchronization between system changes and social development. Systematic barriers have become the crux of schooling problem of migrant workers’ children. 相似文献
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Kim Namhee Baek Pyounggu 《International Journal for Educational and Vocational Guidance》2020,20(3):613-634
We investigated South Korean workers’ reflections on career chance events in terms of types of chance occurrences and factors that influence how these are reacted to. A critical incident technique was used to collect data from 85 participants using an open-ended questionnaire. Various types of events that happened unexpectedly were identified through a two-dimensional framework: whether an event was relationship based or experienced based, and whether it occurred in personal areas or work areas. Influencing factors that affected the participants’ reactions were also categorized using a two-dimensional framework: internal or external, and facilitating or discouraging dimensions.
相似文献9.
Mattias Nylund 《课程研究杂志》2016,48(5):692-710
A key feature of the Swedish upper secondary school reform of 2011 (GY11) is the new direction it sets out for the organization of vocational education (VET) and the role it plays in youths’ transitions from school to work. This study analyses the GY11 reform in terms of its impact on the organization of knowledge in VET and its implications for students’ prospects of transitioning from VET to work or higher education, and for their roles as citizens. To understand its likely consequences, GY11 is analysed in the context of practices in a school class for the Vehicle programme steered by the curriculum prior to GY11. The theoretical concepts used are drawn from Basil Bernstein and his distinctions between knowledge organized into horizontal and vertical discourses. The findings of the study suggest that GY11 reinforces an already strong emphasis on horizontally organized knowledge in VET by placing great importance on strongly context-bound, skill-oriented knowledge. This implies a stronger exclusion of VET students, primarily with working-class backgrounds, from vertical discourses and limits the possible transitions of youths taking the VET-route by reducing their access to higher education and their capacity to function as both workers and citizens. 相似文献
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Gun-Britt Wärvik 《Educational Action Research》2016,24(3):353-368
AbstractThis article is about a larger regional Swedish partnership programme that was established to develop site-based education for production workers. A partnership is seen as composed of different practice architectures. The actors involved represented larger transnational as well as smaller manufacturing companies, employers, the metal workers’ trade union, educational organizations, university researchers and public labour market authorities. Adult education teachers were engaged to act as leading action researchers on company-specific projects. The partnership programme is used here to illustrate the problem of supporting recognition under shifting partnership circumstances. The aim is to analyse enabling and constraining conditions affecting the teachers’ efforts as well as new possibilities that appeared as the partnership evolved over time. The article illustrates how the development of site-based education within a partnership framework means to develop a new practice that is very sensitive to local circumstances. It also shows how local meetings between people both enable and constrain, but also may open up a space for mutual recognition. A normative argument is that local spaces for mutual recognition need to be supported in a respectful way. Recognition of the particularities of each site is vital for this to happen. 相似文献
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Maeve O'Brien 《Irish Educational Studies》2013,32(2-3):223-242
This paper investigates the phenomenon of mothers’ emotional labour in relation to children's transfer from first- to second-level schooling: a time that has been shown to pose significant challenges for students and their families. It seeks to break the silence that surrounds the recognition and production of emotional labour in general, and specifically in relation to education. Drawing on 25 case studies, this research explores in-depth both the extent and nature of emotional work in mothers’ daily practices. Against that backdrop it identifies the specific emotional work performed at school transfer. It examines mothers’ common experiences in shouldering emotional education work and finds that mothers are key education workers. This research suggests that mothers’ lives are shaped by caring labour including education work: labours that are largely unseen but that are inalienable, and demanding on their time and energies. 相似文献
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This study sought to explore anecdotal reports that social workers in South Africa are often advised to postpone therapy with child complainants of sexual abuse until after the child's testimony, based on concerns of legal professionals that therapeutic interventions could influence the child's testimony. Applying purposive sampling and a qualitative research study, individual and focus group interviews were conducted with 18 social workers and one psychologist that provide therapeutic services to child complainants of sexual abuse in the Gauteng province. Interviews were audio-recorded, transcribed and independently analyzed by both researchers, performing thematic analysis. Emerging themes include a lack of directives in terms of the provision of pre-trial therapy for child victims of sexual abuse, current practices and challenges in this regard. Recommendations for the way forward are presented. Limitations and future research will be discussed. 相似文献
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Nicola Yelland Yarrow Andrew Mindy Blaise Yee On Chan 《Globalisation, Societies & Education》2013,11(4):443-458
Despite the ongoing global financial crisis, there is an increasing deployment of migrant workers across the globe, and in Hong Kong the foreign domestic worker occupies a ubiquitous presence in the lives of many families. Seven domestic workers from Indonesia, the Philippines, and Thailand were interviewed to gain insight into their role in providing education and care for children in Hong Kong. This exploratory study focuses on the educational and care aspects of the work of foreign domestic workers. It considers the nature of their work and their relationship with the mother of the family. Findings reveal the difficulties of maintaining coordinated education and care of children in a culture where the dynamics of the unequal power relations are clearly demarcated. We raise new possibilities for interdisciplinary work to re-theorise the ways in which foreign domestic workers act as educators of young children and we call for new methodologies to enable their potential. 相似文献
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Charlotte Clements 《History of education》2013,42(6):819-836
This article examines tensions and developments in youth work following the Albemarle Report in 1960, which sought to revive the flagging youth service. It uses oral history interviews with former youth workers and club members in London and Liverpool, archival research looking at the documents of voluntary youth clubs and associations in London and Liverpool, and national policy documents to uncover ideas about the professional youth worker between 1958 and 1985. It examines three main areas of tension: between older and newer methods in youth work, between volunteers and those with a sense of themselves as professional workers, and the conflict between those in voluntary youth association management, allied professions (e.g. teaching and social work) and the youth worker. Ultimately it shows youth work was professionalising at this time but that its status remained unclear. This article aids our understanding of professionalisation, informal education, and youth in post-war Britain. 相似文献
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Lisa Ferm Daniel Persson Thunqvist Louise Svensson 《Journal of Vocational Education & Training》2018,70(1):66-84
The aim of this article is to investigate the learning strategies vocational students use to become part of a work community, and how these strategies are related to the formation of a vocational identity at the workplace. Conducting qualitative interviews, data were collected from 44 industrial programme students from six upper secondary schools. The findings revealed five recurrent strategies used by the students for learning vocational identities as industrial workers. The students took individual responsibility for their own learning, asked questions to gain deeper vocational knowledge, searched for role models in the work community, positioned themselves as a resource to the work community, understood and used humour and jokes in order to become a member of the community. The conclusion is that the students actively develop learning strategies to adapt their behaviour to the norms and ideals of the industrial work community. In the process of develop the vocational identities as industrial workers, the students’ vocational habitus is transformed to better fit the industrial work community. The integration of the notions of agency and habitus demonstrates the dynamic nature of students’ participation in work communities; simultaneously, the students reproduce social structures that promote vocational identities. 相似文献
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The educational inequity of rural workers’ children is a unique social problem in the transition stage of China. Based on the specific survey in such provinces as Hubei, Henan, Anhui, and other provinces, a conclusion can be drawn that the reasons for the educational inequity of rural worker’s children are very complicated, among which the system is the most essential factor. Therefore, institutional safeguards should be provided to realize the education equity of rural worker’s children. 相似文献
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AbstractThe implementation of global citizenship programmes at universities has been taking place against a backdrop of growing internationalisation and marketisation in higher education, leading some to conclude that universities are cultivating global workers rather than global citizens. This small-scale exploratory study aimed to investigate these claims through the comparison of global citizenship education (GCE) programmes in two contrasting contexts – the UK and Japan. Through a combination of quantitative and qualitative content analysis, our findings suggest that the universities in both the UK and Japanese contexts demonstrate examples of adaptation and localisation of GCE to fit with institutional commitments, and both universities have significant elements of employability agendas infused into their programmes. We argue that while different in many respects, the two programmes both demonstrate an adaptation of GCE to fit within broader internationalisation strategies aimed at maximising global competitiveness and an alignment with the neoliberal trends shaping the global higher education sector. 相似文献
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K. Allen J. Quinn S. Hollingworth A. Rose 《British Journal of Sociology of Education》2013,34(3):431-452
In this paper we explore how the ‘employable’ student and ‘ideal’ future creative worker is prefigured, constructed and experienced through higher education work placements in the creative sector, based on a recent small-scale qualitative study. Drawing on interview data with students, staff and employers, we identify the discourses and practices through which students are produced and produce themselves as neoliberal subjects. We are particularly concerned with which students are excluded in this process. We show how normative evaluations of what makes a ‘successful’ and ‘employable’ student and ‘ideal’ creative worker are implicitly classed, raced and gendered. We argue that work placements operate as a key domain in which inequalities within both higher education and the graduate labour market are (re)produced and sustained. The paper offers some thoughts about how these inequalities might be addressed. 相似文献
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Mary J. Ditton 《高等教育研究与发展》2009,28(2):151-164
The comparatively poor mental health status of academics at Australian universities compared with the general Australian workforce poses a public health challenge. Productivity of knowledge workers is a key issue for the new economy. Using the case of one university, I interviewed employees stratified by level of employment and showed that their mental health is adversely affected by social relationships that result from historically‐based bargains. These rely on divergent and sometimes adversarial value systems of employers and employees and a preference for particular institutional policies and practices based on contemporary cultural trends of individualism and economic rationalism that affect social support and social networks in a detrimental way. To redress this burden of mental illness, it is imperative that employer‐employee discourse is changed to incorporate the social reality of the work context. This study offers insights into productivity of knowledge workers generally in service industries of education, information and communication. 相似文献
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Pia Cort Kristina Mariager-Anderson Rie Thomsen 《International Journal of Lifelong Education》2018,37(2):199-215
In the EU, ambitious objectives have been set for education and training since the adoption of the Lisbon Agenda in 2000. The policies aim among other things to empower the individual through participation in lifelong learning which is seen as both a right and a duty: ‘People need to want and to be able to take their lives into their own hands – to become in short, active citizens’ (CEC, 2000, p. 7). However, not all citizens are taking part in lifelong learning and consequently the EU and its member states have set up policies with a ‘particular focus on active and preventative measures for the unemployed and inactive persons’ (CEC, 2006, p.1). ‘Inactive’ persons comprise different groups which are marginalised in terms of participation in lifelong learning, among others ‘low-skilled’ who have a lower participation rate in education and training activities (Cedefop, 2013). In this article, the aim is to destabilize the political discourse on ‘low-skilled’ through individual narratives of being in low-skilled jobs. Whereas the problem of being low-skilled from a political perspective is represented as psycho-social problems of the individual, the narratives point to the complexity of people in low-skilled jobs and the role of structure to ‘low-skilledness’. The narratives open up issues of power and the historical arbitrary distinctions between skilled and unskilled in the Danish labour market. It opens up for how the educational structures produce ‘low-skilled’ people, especially in the transition from basic vocational education and training into an apprenticeship. The article points to the narrow focus of policies on the ‘supply’ side of lifelong learning and less on the ‘demand’ side of a ‘needy’ global labour market in which precarious jobs are no longer limited to low-skilled. The article draws on Bacchi’s ‘What’s the Problem Represented to Be?’ (1999, 2009) and narrative inquiry. 相似文献