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Boud David & Solomon Nicky (2003). « “I don’t think I am a learner” : Acts of naming learners at work ». Journal of Workplace Learning, vol. 15, n° 7/8, p. 326–331. 
Added by: Feyfant Annie (27 Sep 2013 10:34:49 Europe/Paris)   Last edited by: Feyfant Annie (27 Sep 2013 10:36:40 Europe/Paris)
Resource type: Journal Article
DOI: doi:10.1108/13665620310504800 (
BibTeX citation key: Boud2003
Categories: Enseignants, General
Subcategories: formation continue des enseignants
Keywords: apprenant adulte, Formation en milieu de travail
Creators: Boud, Solomon
Collection: Journal of Workplace Learning
Views: 3031/3360
Views index: 31%
Popularity index: 7.75%
The terms “learning” and “learner” are used in discussions of workplace learning as if they were unproblematic and as if workers, organisations and researchers had a common, shared view about what these terms mean. A study of four different workgroups within an organisation in which the discourse of learning was pervasive suggests that having an identity as a learner may not be compatible with being regarded as a competent worker. The politics of naming oneself as a learner are considered and the power of naming learning and learners are discussed. The broader implications for research on workplace learning of such a discursive approach are noted.
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