Lifelong Learning and the New Economy: Limitations of a Market Model

Autor/in	Cruikshank, Jane
Titel	Lifelong Learning and the New Economy: Limitations of a Market Model
Quelle	In: International Journal of Lifelong Education, 27 (2008) 1, S.51-69 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
Schlagwörter	Job Satisfaction; Lifelong Learning; Unions; Foreign Countries; Job Security; Adult Educators; Research Methodology; Global Approach; Poverty; Human Capital; Private Sector; Public Sector; Canada + Suchen Sie Ihr Suchwort? Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Life-long learning; Lebenslanges Lernen; Ausland; Arbeitsplatzsicherheit; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Research method; Forschungsmethode; Globales Denken; Armut; Humankapital; Privater Sektor; Öffentlicher Sektor; Kanada
Abstract	What kind of workplace has the so-called "new economy" created? What problems are Canadian workers experiencing? How effective are Canada's lifelong learning policies that focus on high skills development for global competitiveness? These questions were explored as part of a three year research program. During the 2003-2004 academic year, using a grounded theory research method and working from a critical perspective, I asked these questions to 11 union organizers and staff representatives. During the 2004-2005 academic year, I interviewed seven academic adult educators and asked for their analysis of the issues raised by the Year 1 research participants, and for feedback on my analysis of the Year 1 data. Three interrelated "work" themes emerged from the interviews with union workers: increased workload, job insecurity, and loss of job satisfaction. Because of the workplace problems associated with the so-called new economy, the research participants were highly critical of the current focus of lifelong learning. This article explores the work themes and their critique. Building on a worker perspective, this research questions the direction of current Canadian lifelong learning policies. It looks at the barriers adult educators encounter in trying to change these policies and suggests that, if change is to occur, Canadian adult educators must retake their place at the policy table. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10