In order to examine how orientations toward learning activities are situated in and conditioned by specific work-life experiences it is crucial to develop a dialectic concept of learner identity. Based on a qualitative research-project (Kondrup 2012) this paper outlines how unskilled work forms a specific condition for engaging in lifelong learning. The aim of the study was to examine how an unskilled work-life presents certain conditions for the formation, maintenance and transformation of a learner identity, enabling workers to position themselves as educable subjects and engage in formal learning, as demanded by the Danish national strategy on lifelong learning.
2013 Meeting of Casae: Proceedings of the 32nd National Conference of the Canadian Association for the Study of Adult Education (casae), 2013
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2013 Conference of the Canadian Association for the Study of Adult Education, 2013