Learning And Qualifications 3 - Slide 3/4
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The document discusses lifelong learning opportunities for older workers and identifies several issues that can limit their participation. It analyzes the problem from four perspectives: participating communities of practice, cultural-historical activity theory, complexity theory, and psychoanalytic theory. All perspectives emphasize examining the entire work system and social/historical factors that influence what knowledge is valued. Overall, the document calls for a critical examination of ageism and norms in the workplace to create more inclusive learning spaces that bring multiple generations together and value the strengths of different groups.
Learning And Qualifications 3 - Slide 3/4
- 1. Lifelong Learning and Older Workers Tara Fenwick University of Alberta, Canada
- 2. a process of change or transformation expanding our range of possibilities and action embodied and enacted, not mentalist emphasis on process, not product or outcome Learning:
- 3. nThe problem is perception “ the construction of the “older worker” No one likes the ‘learner’ identity Genuine recognition and valuing of knowledge Authentic development opportunities
- 4. The problem is often the system, not individual workers’ skills Poor processes – bottlenecks, insufficient tools Inflexible job design – to fit ‘universal flexible worker’ to a particular job container Uncritical uptake of technopreneurist discourses A-historical bias Non-recognition of knowledge politics Non-recognition of inter-generational workplace
- 5. Four perspectives of system learning Participating Communities of practice Expanding Cultural-historical activity theory Emerging Complexity theory view Desiring/Fearing Psychoanalytic view
- 6. What they all emphasise Examine entire work system -individual cannot be considered separately Cognition lives as embodied action - not as understandings locked in individual heads Focus on practices - who, what, how, why Examine what is valued as knowledge/skill -what is not valued and what is marginalized Examine forces/discourses sustaining these values
- 7. Learning as emerging ( complexity science view )
- 8. diversity redundancy interaction decentralized organization enabling constraints feedback loops Emergence - in a complex adaptive system
- 9. Overall . . . How is ageism maintained here? Critically examine norms of attractiveness, function & mobility Critically examine norms of training
- 10. Where are the learning spaces and places?
- 11. What forms of knowledge are valued most?
- 12. How can multiple generations learn together? Talk about shifting work traditions, languages and values held by different generational groups Acknowledge differences, and their strengths Look for complementarities
Editor's Notes
- #2: Defined as 55-64, which is the target group of Older Workers in Canada’s Target Initiatives