Educative or Miseducative Work: A Critique of the Current Debate on Work and Education
DOI:
https://doi.org/10.56105/cjsae.v7i1.2237Abstract
The current debate on work and workplace education is characterized by two distinct but related approaches. The first emphasizes the training of skills for present and future job requirements, and is oriented towards maintaining or restoring the economic status quo. The second approach looks at the workplace itself as a learning environment where personal and job-related developments are integrated. It raises critical questions about what kind of work environments can be considered conducive to these developments and can therefore be called "educative" as well. In this article the argument is made that both approaches share the same overall framework of assumptions about work, the economy, progress and development. These assumptions directly undermine the critical intent of the second approach by blocking the view towards a fuller understanding of the cultural dynamics behind destructive and divisive economic and social arrangements. While the emphasis is on a critique of the shortcomings of these approaches, the beginnings of an alternative framework are suggested. Such a framework leads to different conceptions of work and progress, and opens the view towards equally different educational responses and programs.
RésuméLe débat en cours sur l'éducation du travail et le lieu de travail est caractérisé par deux approches distinctes mais relatifs. Le premier accentue la formation des habiletés aux exigences de l'emploi present et futur, et est orienté vers le statu quo de la conservation ou la restoration économique. La seconde approche examine le lien de travail liu-même comme un environnement d'apprentissage où des développements personnels et relatifs à l'emploi sont intégrés. Il soulève des questions critiques au sujet de quel type d'environnements de travail pent être appelé "éducatif" aussi. Dans cet essai l'auteur soutient que les deux approches partagent le cadre total des présomptions au sujet du travail, de l'economie, du progrès et du développement. Ces présomptions attaquent directement l'intention critique de la deuxième approche en bloquant la vue vers une pleine compréhension des dynamiques culturelles derrière l'économie distinctive et divisive et les aménagements sociaux. Tandis que l'insistance est sur la critique des points foibles des ces approches, on suggère le commencement d'un cadre alternatif. Un tel cadre mène aux différentes conceptions de travail et de progrès, et ouvre la perspective vers des réponses et programmes tout aussi différents.
Downloads
Published
How to Cite
Issue
Section
License
Authors of manuscripts accepted for publication will be required to assign copyright to the Canadian Journal for the Study of Adult Education/L’Association canadienne pour l’étude de l’éducation des adultes (CJSAE). CJSAE requests that, as the creator(s)/author(s) of the manuscript your are submitting assign certain rights to the manuscript to the CJSAE in exchange for undertaking to publish the article in print and electronic form and, in general, to pursue its dissemination throughout the world. The rights the CJSAE requests are:
- The right to publish the article in print and electronic form or in any other form it may choose that is in keeping with its role as a scholarly journal with the goal of disseminating the work as widely as possible;
- The right to be the sole publisher of the article for a period of 12 months;
- The right to make the article available to the public within a period of not more than 24 months, as determined by relevant journal staff of the CJSAE;
- The right to grant republication rights to itself or others in print, electronic, or any other form, with any revenues accrued to be shared equally between the author(s) and the journal;
- The right to administer permission to use portions of the article as requested by others, seeking recompense when the CJSAE sees it as warrented;
- The right to seek or take advantage of opportunities to have the article included in a database aimed at increasing awareness of it;
- As the author(s), the CJSAE wishes you to retain the right to republish the article, with acknowledgement of the CJSAE as the original publisher, in whole or in part, in any other pbulication of your own, including any anthology that you might edit with up to three others;
- As the author(s), the CJSAE withes you to retain the right to place the article on your personal Web page or that of your university or institution. The CJSAE askes that you include this notice: A fully edited, peer-reviewed version of this article was first published by the Canadian Journal for the Study of Adult Education, <Year>, <Volume>, <Issue>, <Page Numbers>.
BY AGREEING TO THE FOREGOING, YOU CONFIRM THAT THE MANUSCRIPT YOU ARE SUBMITTING HAS NOT BEEN PUBLISHED ELSEWHERE IN WHOLE OR IN PART, AND THAT NO AGREEMENT TO PUBLISH IS OUTSTANDING.
SHOULD THE ARTICLE CONTAIN MATERIAL WHICH REQUIRES WRITTEN PERMISSION FOR INCLUSION, YOU AGREE THAT IT IS YOUR OBLIGATION IN LAW TO IDENTIFY SUCH MATERIAL TO THE EDITOR OF THE CJSAE AND TO OBTAIN SUCH PERMISSION. THE CJSAE WILL NOT PAY ANY PERMISSION FEES. SHOULD THE CJSAE BE OF THE OPINION THAT SUCH PERMISSION IS NECESSARY, IT WILL REQUIRE YOU TO PURSUE SHUCH PERMISSSION PRIOR TO PUBLICATION.
AS AUTHOR(S), YOU WARRANT THAT THE ARTICLE BEING SUBMITTED IS ORIGINAL TO YOU.
Provided the foregoing terms are satisfactory, and that you are in agreement with them, please indicate your acceptance by checking the appropriate box and proceed with your submission.
This copyright agreement was extracted with permission from the "Best practices guide to scholarly journal publishing" (2007), produced by the Canadian Association of Learned Journals (CALJ).
