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Learning/Work
Turning work and
lifelong learning
inside out
Edited by Linda Cooper
and Shirley Walters
Free download from www.hsrcpress.ac.za
Published by HSRC Press
Private Bag X9182, Cape Town, 8000, South Africa
www.hsrcpress.ac.za
ISBN (soft cover) 978-0-7969-2283-0
ISBN (pdf) 978-0-7969-2284-7
ISBN (e-pub) 978-0-7969-2302-8
© 2009 Human Sciences Research Council
The views expressed in this publication are those of the authors. They do not necessarily
reflect the views or policies of the Human Sciences Research Council (‘the Council’)
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Contents
Acknowledgements v
Acronyms vi
Introduction ix
Linda Cooper and Shirley Walters
SECTION I CHALLENGING PERSPECTIVES 1
Challenging dominant discourses 3
1 Turning work and lifelong learning inside out: A Marxist-feminist attempt 4
Shahrzad Mojab
2 But what will we eat? Research questions and priorities for work and learning 16
Astrid von Kotze
3 Hard/soft, formal/informal, learning/work: Tenuous/persistent binaries in the
knowledge-based society 30
Kaela Jubas and Shauna Butterwick
4 Making different equal? Rifts and rupture in state and policy: The National
Qualifications Framework in South Africa 43
Rosemary Lugg
5 ‘Where can I find a conference on short courses?’ 61
Shirley Walters and Freda Daniels
Critiquing structural inequalities 73
6 Challenging donor agendas in adult and workplace education in Timor-Leste 74
Bob Boughton
7 University drop-out and researching (lifelong) learning and work 88
Moeketsi Letseka
8 Barriers to entry and progression in the solicitors’ profession in England
and Wales 106
Hilary Sommerlad with Jane Stapleford
9 Research on Canadian teachers’ work and learning 123
Paul Tarc and Harry Smaller
10 Migration and organising: Between periphery and centre 142
Anannya Bhattacharjee
11 Peripheralisation, exploitation and lifelong learning in Canadian guest worker
programmes 154
Peter H Sawchuk and Arlo Kempf
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SECTION II RECOGNISING KNOWLEDGES 167
12 Learning in emotional labour and emotion work 169
John Field and Irene Malcolm
13 Recognising phronesis, or practical wisdom, in the recognition of
prior learning 182
Mignonne Breier
14 Learning indigenous knowledge systems 194
Jennifer Hays
15 Domestic workers and knowledge in everyday life 208
Jonathan Grossman
16 The gender order of knowledge: Everyday life in a welfare state 220
Gunilla Härnsten and Ulla Rosén
17 Urban mindset, rural realities: Teaching on the edge 235
Barbara Barter
SECTION III EXPLORING POSSIBILITIES, CREATING CHANGE 249
Workers organising/learning 251
18 Learning democracy from North–South worker exchanges 252
Judith Marshall
19 The desire for something better: Learning and organising in the new world
of work 270
Tony Brown
20 A new perspective on the ‘learning organisation’: A case study of a South
African trade union 284
Linda Cooper
21 Learning at work and in the union 296
Bruce Spencer
22 Learning, practice and democracy: Exploring union learning 309
Keith Forrester and Hsun-Chih Li
Pedagogical innovations in higher education 323
23 Critical friends sharing socio-cultural influences on personal and
professional identity 324
Vivienne Bozalek and Lear Matthews
24 Towards effective partnerships in training community learning and
development workers 335
John Bamber and Clara O’Shea
25 Insights from an environmental education research programme in
South Africa 351
Heila Lotz-Sisitka
Contributors 364
Index 368
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v
Acknowledgements
The editors wish to thank:
Mary Ryan for her invaluable editorial assistance;
The Services Sector Education and Training Authority, the South African
Qualifications Authority, the University of the Western Cape, and the University of
Cape Town, for their support in the publication of the book;
Shahrzad Mojab for the inspiration leading to the sub-title of the book;
Malika Ndlovu for permission to use her poem, Singing at the Centre, Dancing at the
Periphery, commissioned for the 5
th
International Conference on Researching Work
and Learning hosted by the University of the Western Cape and the University of
Cape Town, 3 December 2007 in Stellenbosch, South Africa;
The external reviewers of the manuscript for their helpful comments.
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vi
Acronyms
ANC African National Congress
CEO Chief Executive Officer
CHE Council on Higher Education
COSATU Congress of South African Trade Unions
DoE Department of Education (South Africa)
DoL Department of Labour (South Africa)
ETQA Education and Training Qualification Assurance body
HSRC Human Sciences Research Council
ILO International Labour Organization
NAFTA North American Free Trade Agreement
NEPI National Education Policy Investigation/Initiative
NGO Non-Governmental Organisation
NQF National Qualifications Framework
NSB National Standards Body
NSFAS National Student Financial Aid Scheme
OBE Outcomes-Based Education
RPL Recognition of Prior Learning
SAQA South African Qualifications Authority
SETA Sector Education and Training Authority
UK United Kingdom
ULR Union Learning Representative
UN United Nations
UNESCO United Nations Educational, Scientific and Cultural Organization
US United States
UWC University of the Western Cape
Wits University of the Witwatersrand
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vii
Singing at the Centre, Dancing at the Periphery
Malika Ndlovu
Even from the centre
Where a song of 360º can be sung
Where for half the planet a dawn is beckoning
Precisely at the moment
The other surrenders to a setting sun
Even here
At an axis from which much can be seen and shown
There co-exists a different song, a slower dance
Perhaps even in reverse
Holding the secret to myriad perspectives
From which we have yet to converse
And if our song lengthens
If we deepen our dance
There’s a chance
We can penetrate the surface of assumptions
Scatter the shadows of doubt and cynicism
Hanging in our skies
Expanding our viewpoints
Our definitions
Liberating a vertical and horizontal mind’s eye
Is your centre aware of mine?
Who drew these polarities, these lines?
If I am your periphery
Are we not both at the mercy of gravity?
We do not seek confusion
We are the seekers of knowledge and clarity
Merely releasing illusions
Of authority
Of superiority
Of certainty
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viii
Opening ourselves to the endless fields of possibility
Planting the seeds of questioning
Into the fertile soil of this gathering
Seeking the meeting of visions
Listening deeply for the resonance
The hidden harmonies
Dance with me
I bring my mountain to your shore
Together we manifest more and more
Listen to my story
Buried in this song
There is a place for each of us in it
A space for all voices
To belong
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ix
Introduction
Linda Cooper and Shirley Walters
Every 12 years UNESCO hosts a world conference on adult education known as
CONFINTEA. A key message for the 2009 conference is that we know what policies
and actions are needed for adult learning to make an impact on growing poverty and
inequality worldwide. What is required now is action, with the necessary political and
community will. The scholarship presented in this book feeds into these global debates
and discussions by challenging dominant perspectives and providing illustrations of
action located in a range of contexts in the South, North, East and West.
Background to the genesis of the book
This book has its genesis in the Fifth International Conference on Researching Work
and Learning (RWL5), which was held in Cape Town, South Africa, in December
2007. The conference, which was co-hosted by University of Western Cape (UWC),
the University of Cape Town (UCT), the South African Qualifications Authority
(SAQA) and the Human Sciences Research Council (HSRC), attracted 330 scholars
from 30 countries and provided the space for rethinking ‘work’, ‘knowledge’ and
‘learning’ within a context in which the global economy increasingly challenges the
accepted dichotomies between home life and work life, between employment and
unemployment, and between paid work and unpaid work.
The conference took place against a background where globally and locally, in
both the North and South, the social and economic impacts of globalisation have
been uneven and contradictory, drawing new lines of inequality between core and
periphery, between insiders and outsiders – those at the centre and those at the
margins of contemporary society. As Bauman (1998) has noted, despite the new
freedom of mobility at the centre of globalisation, this freedom to move is a scarce
and unequally distributed commodity: ‘[b]eing on the move’ has a radically different
sense for, respectively, those at the top and those at the bottom of the new hierarchy
(1998: 4). Since the conference, the financial turmoil in the world has exacerbated
these levels of poverty and insecurity.
There is also a new diversity of work, with growing flexibilisation, virtualisation
and rationalisation; blurring of boundaries between work and non-work; and an
increasing spread of non-standard forms of work. Some developments, which at first
glance might seem remote from the labour market (such as ecological changes), will
be of great significance for the future of work (Beck 2000).
The conference posed the question, What theoretical perspectives and evidence from
empirical research might allow us to think more inclusively about work, knowledge
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LEARNING/WORK
x
and learning, and in ways that are able to capture the diversity of experiences that
constitute work and learning internationally?
South(ern) African context
The context within which the conference took place inevitably infused the shape and
content of the conference, and this book. South Africa is the dominant economic power in
southern Africa, a region consisting of 14 countries with a wide spread of developmental
needs and great polarities between rich and poor. The countries of southern Africa are
peripheral capitalist economies and their development has been shaped very directly by
this fact, by colonialism, by the macro policies of international development agencies and
by their socio-economic, environmental and cultural realities.
Most of the countries of the region have experienced major political and economic
upheavals in the last 50 years. During this time all of them have been through
more or less traumatic processes of decolonisation. The last five countries to gain
independence or liberation were Mozambique (1975), Angola (1975), Zimbabwe
(1980), Namibia (1990) and South Africa (1994). All five have experienced extended
liberation struggles and subsequent processes of reconstruction and development
towards building new nations. The approaches adopted by the different countries
were shaped strongly by dominant development theories of the time which reflect
particular ideologies and material interests (see, for example, Youngman 2000), and
since then the political and economic upheavals have continued to varying degrees,
with ongoing contestations by citizens in response to the failures of governments to
deliver ‘a better life’ for the majority.
That 10 of the chapters in this book centre on South or southern Africa reflects
the fact that the conference was held in that region. In addition, the contexts of
the region provide a very useful lens to refract global phenomena, as migration of
workers or employers is widespread in the area, and the economic North and South
are intertwined in complex ways. The conference, and now the book, poses questions
on the most useful understandings and approaches to work and lifelong learning in
the interests of the majority of people who are engaging, most often at great personal
and collective cost, in a wide spectrum of economic and social activities to sustain
themselves and the environment. The collection of chapters challenges any simplistic
understandings and argues that multiple viewpoints must be taken into account to
understand learning/work, both locally and globally. However, this does not imply
that a political and moral stand on the side of the majority of girls, boys, women and
men throughout the world should not be taken. Implicit within many of the chapters
is an argument for the promotion of what Prozesky (2007) refers to as ‘citizens of
conscience’ who are concerned with ‘greater, sustainable well-being for all’.
In several of the chapters, the attempts by South Africans to democratise and rebuild
their economic and social lives after the devastating effects of years of legalised racial
oppression (apartheid) and patriarchy are revealed in their diverse and textured
ways. While the South African context is very specific, in many ways it also mirrors
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[...]... consciousness in the learning organisation: Emancipation or exploitation?’, Adult Education Quarterly 53 no 4 (2003): 228–241 3 Hamburg Declaration on Adult Learning Accessed 13 August 2001, http :// www.unesco.org/ education/uie/confintea/declaeng.htm 4 Illiteracy ‘hinders world’s poor’ BBC News, 9 November 2005 Accessed 25 November 2007, http :// news.bbc.co.uk/2/hi/uk_news/education/4420772.stm 5 Exploitation... of these are the lack of debate about learning/ work for children who are workers (see Qvarsell 2007); the lack of any systematic discussion of the impact of different aspects of people’s lives, such as violence, sexuality and spirituality, on learning/ work; and the lack of deeper discussions on identity and community and how these understandings shape learning/ work xviii introduction Words about words... conception of lifelong learning is at the core of the neo-liberal articulation of the relations between education /learning/ training/skilling and the project of liberal democracy 5 Learning/ Work Despite the knowledge explosion on lifelong learning, 2 I still find the most comprehensive critique of the concept in Frank Coffield’s important article ‘Breaking the consensus: Lifelong learning as social control’... lifelong learning and work Fenwick (2005), in a review of research on learning and work between 1999 and 2004, notes that although the field of work and learning has ‘expanded in an unprecedented volume of publication and diverse perspectives’ (2005: 1), nevertheless ‘[a]n overall impression is that power and politics is not a topic that xi Learning/ Work is receiving much attention in research on workplace... the health care sector…Change-oriented workplace learning processes across the sectors…are necessary for sustainable development… xix Learning/ Work In summary, the authors in this book argue that power relations are key to understanding learning/ work processes, and that the global political economy and policy contexts have shaped social relations and impacted on learning processes, knowledge hierarchies,... and learning in migrant/immigrant working-class communities in the US and India Trade unions are engaging with workplace training, and contesting the limits and constraints of work- based learning: Spencer’s chapter focuses on the role of unions in democratising education in the workplace; Forrester and Li document campaigning and critical union dimensions to national policy initiatives in workbased learning; ... either/or to a both/and understanding of them In the title of the book we have tried to capture this by linking learning/ work in order to encourage a different way of talking about how these processes are observed and experienced Building capacity for researching learning/ work in South(ern) africa In South Africa, after 15 years of implementing bold new education and training strategies to enhance learning. .. importance of a feminist framing both to understand learning/ work and to explore possibilities for creating positive change Shahrzad Mojab of the University of Toronto, and one of the conference keynote speakers, invited the research community to ‘turn work and lifelong learning inside out’ There are two key dimensions to this notion of turning work and lifelong learning inside out The first is that we cannot... transform ‘workplaces of dislocation’, workplace struggles have to be ‘fought from the inside out’: those at the heart of the system of exploitation but on the periphery of the international labour market in terms of social power – migrant workers, contract workers, women workers – have to lead in forging new ways of organising towards a more just and fair system of work Thus it is not enough to research work. .. education and training strategies to enhance learning at work and realise a more equitable and just society, there is growing realisation that it is time to pause and investigate systematically what works, what does not work, and why It is time to turn work and lifelong learning inside out, in order to re-examine understandings of work, knowledge and learning The chapters in this book help to do this Never . questions and priorities for work and learning 16
Astrid von Kotze
3 Hard/soft, formal/informal, learning/ work: Tenuous/persistent binaries in the
knowledge-based. 249
Workers organising /learning 251
18 Learning democracy from North–South worker exchanges 252
Judith Marshall
19 The desire for something better: Learning
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