Hard/Soft, Formal/Informal, Work/Learning: Tenuous/Persistent Binaries in the Knowledge-Based Society

Autor/inn/en	Jubas, Kaela; Butterwick, Shauna
Titel	Hard/Soft, Formal/Informal, Work/Learning: Tenuous/Persistent Binaries in the Knowledge-Based Society
Quelle	In: Journal of Workplace Learning, 20 (2008) 7-8, S.514-525 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-5626
DOI	10.1108/13665620810900337
Schlagwörter	Informal Education; Females; Information Technology; Education Work Relationship; Employed Women; Gender Issues; Biographies; Feminism; Work Environment; Employment Opportunities; Gender Bias; Barriers; Educational Environment; Interviews; Foreign Countries; Urban Areas; Social Environment; Social Theories; World Views; Critical Theory; Communities of Practice; Canada + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Weibliches Geschlecht; Informationstechnologie; 'Female employment; Women''s employment'; Frauenbeschäftigung; Geschlechterfrage; Biography; Biografie; Biographie; Feminismus; Arbeitsmilieu; Berufschance; Beschäftigungschance; Geschlechterstereotyp; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interviewing; Interviewtechnik; Ausland; Urban area; Stadtregion; Soziales Umfeld; Gesellschaftstheorie; World view; Weltanschauung; Kritische Theorie; Community; Kanada
Abstract	Purpose: This paper discusses insights from a study of women working, or seeking or preparing for work, in the information technology (IT) field. At issue is how and whether alternative career pathways and informally acquired skills and knowledge, as well as the operation of gender in learning and work, are acknowledged by employers, colleagues and participants themselves. Design/methodology/approach: Using the qualitative technique of life and work history, this study mapped varied learning pathways of women working in the IT field. We used a feminist approach to explore this field, which is characterised as both highly masculine and filled with opportunities for all workers, including women. Findings: Juxtaposing categories present in the data, such as female and male, formal and informal education, work and learning, hard and soft skills, and centre and periphery, we establish that binary constructs are both persistent and tenuous. Research limitations/implications: Our analysis challenges assumptions about educating the global workforce and the learning pathways within the IT field. Moreover, it suggests the usefulness of further qualitative research on this topic in other geographic locations or fields of work. Originality/value: In questioning epistemological and social binaries, our analysis contributes to the re-theorisation of conceptions of knowledge and learning. In moving from an either/or to a both/and understanding of them, we offer a different way of talking about how they can be understood. (Contains 1 note.) (As Provided).
Anmerkungen	Emerald. 875 Massachusetts Avenue 7th Floor, Cambridge, MA 02139. Tel: 888-622-0075; Fax: 617-354-6875; e-mail: america@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10