Summary
Contents
Subject index
The first two decades of the 21st century have contributed a growing body of research, theorisation and empirical studies on learning and work. This Handbook takes the consideration of this topic into a new realm, moving beyond the singular linking of identity, learning and work to embrace a more holistic appreciation of learners and their life-long learning. Across 40 chapters, learners, learning and work are situated within educational, organisational, social, economic and political contexts. Taken together, these contributions paint a picture of evolving perspectives of how scholars from around the world view developments in both theory and practice, and map the shifts in learning and work over the past two decades. Part 1: Theoretical perspectives of learning and work; Part 2: Intersections of learning and work in organisations and beyond; Part 3: Learning throughout working lives and beyond; and Part 4: Issues and challenges to learning and work.
Liquid Learning: Re-Conceiving the Lived-in-World
Liquid Learning: Re-Conceiving the Lived-in-World
My aim in this chapter is to trouble the static idea of ‘situatedness’ that is central to place-based research. I do this by considering how learning is situated in settings that, like the 2020 COVID pandemic, are liquid; where things move but not always through human design. This turn away from ‘situatedness’ considers the effects of dislocation on learning and work. In the next section, I elaborate these questions about situatedness and, then, explain my relational and autobiographical methodology. The body of the paper offers four vignettes where situated learning is complicated by liquidities of context, horizon and ways of seeing, and where conventional understandings of ‘situated learning’ offer ...
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