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Labor's Involvement in Workplace Education

Labor's Involvement in Workplace Education Labor's Involvement in Workplace Education dult educators have long considered workplace learning an important Aaspect of the field. There are, however, different models for workplace and worker learning. Too often, adult educators have focused on workplace learning as a means of improving productivity. Less attention has been paid to the goals of workers and to the non-employer-based kinds of programs that are found within unions and worker education programs. This issue presents different models for thinking about the state of worker education and its con- nection to the labor movement. Of course, attention to the lives of workers is an ongoing concern, which raises the issue of politics and social control. Are workplace programs intended to stifle discourse and dissent or to encourage it? John Dewey, who carefully considered vocational education, concluded that well-designed formal learning situations could "give those who engage in industrial callings desire and ability to share in social control, and ability to become masters of their industrial fate" (1944, p. 320). Yet, Dewey himself recognized the problems inherent in such a position. How could individuals actually take control over their fate? As we approached this issue of Adult Learning, we tried to think about the http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Labor's Involvement in Workplace Education

Adult Learning , Volume 22 (1): 2 – Jan 1, 2011

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References (4)

Publisher
SAGE
Copyright
© 2011 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515951102200101
Publisher site
See Article on Publisher Site

Abstract

Labor's Involvement in Workplace Education dult educators have long considered workplace learning an important Aaspect of the field. There are, however, different models for workplace and worker learning. Too often, adult educators have focused on workplace learning as a means of improving productivity. Less attention has been paid to the goals of workers and to the non-employer-based kinds of programs that are found within unions and worker education programs. This issue presents different models for thinking about the state of worker education and its con- nection to the labor movement. Of course, attention to the lives of workers is an ongoing concern, which raises the issue of politics and social control. Are workplace programs intended to stifle discourse and dissent or to encourage it? John Dewey, who carefully considered vocational education, concluded that well-designed formal learning situations could "give those who engage in industrial callings desire and ability to share in social control, and ability to become masters of their industrial fate" (1944, p. 320). Yet, Dewey himself recognized the problems inherent in such a position. How could individuals actually take control over their fate? As we approached this issue of Adult Learning, we tried to think about the

Journal

Adult LearningSAGE

Published: Jan 1, 2011

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