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International Review of Education

, Volume 61, Issue 6, pp 815–833 | Cite as

The role of work-related learning in the identity transformation of Canadian workers with low literacy skills

  • Maurice C. Taylor
  • David L. Trumpower
  • Edward R. Purse
Original Paper
First Online:

Abstract

Workplaces are settings where power, knowledge and self are brought together in a complex social environment which includes various forms of struggle related to identity, agency, socio-cultural norms, political structures and functional practices. The purpose of this article is to uncover how formal and informal work-related learning processes influence the identity transformation of workers with low literacy and essential skills. Drawing on two recent Canadian data bases which serve as cases in this study, the position taken by the authors is that the organisational context can both facilitate and impede worker subjectivity. Various conditions, approaches to learning and training pathways are examined as they contribute to social cognitive and transformative learning theories.

Keywords

Worker subjectivity Identity transformation Work-related learning Literacy and essential skills 

Résumé

Rôle de l’apprentissage pour le travail dans l’évolution identitaire de travailleurs canadiens peu alphabétisés – Les lieux de travail sont des contextes qui réunissent le pouvoir, le savoir et l’identité dans un environnement social complexe renfermant diverses formes de lutte liées à l’identité, l’agentivité, aux normes socioculturelles, structures politiques et pratiques fonctionnelles. Les auteurs de cet article ont pour objectif de présenter dans quelle mesure les démarches d’apprentissage formel et informel en situation de travail influencent l’évolution identitaire des travailleurs ayant un faible niveau d’alphabétisme et de compétences fondamentales. S’appuyant sur deux nouvelles banques de données canadiennes qui ont fourni les cas pour cette étude, les auteurs en déduisent que le contexte organisationnel peut à la fois faciliter et entraver la subjectivité du travailleur. Ils examinent diverses conditions, approches de l’apprentissage et parcours de formation, car ces facteurs contribuent aux théories sur l’apprentissage social cognitif et transformateur.

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Notes

Acknowledgements

The project described in Case 1 of this paper was funded by the Social Sciences and Humanities Research Council of Canada, whereas the project described in Case 2 was funded by Human Resources and Social Development Canada. We would like to thank both organisations for their support of this work. We would also like to thank our collaborators on these projects, Ivana Pavic and Suzanne Taschereau.

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Copyright information

© Springer Science+Business Media Dordrecht and UNESCO Institute for Lifelong Learning 2015

Authors and Affiliations

  • Maurice C. Taylor
    • 1
  • David L. Trumpower
    • 1
  • Edward R. Purse
    • 1
  1. 1.Faculty of EducationUniversity of OttawaOntarioCanada

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