Stephen Billett, Tara Fenwick, Margaret Somerville
Taking it's point of departure in some critical remarks to some of the most important recent theorizing of learning in the workplace, this chapter presents an alternative framework for theorizing learning as a subjective process in a social and societal context, based in life history research. Key concepts derived from European critical theory, subjectivity and experience, are briefly introduced with a view to their intellectual background. The chapter elaborates the implication of these concepts in relation to the understanding of emotional aspects of learning in everyday work life and in relation to the understanding of knowledge, based on examples from the author's research into professional learning (general practitioners). The pivotal role of language use and language socialisation is explained in brief, developing a psychodynamic complement to a language game concept of language use.
Work, Subjectivity and Learning: Understanding Learning Through Working Life, 2007
Læring; erfaring; subjektivitet; praktiserende læge; Learning; experience; subjectivity; general practitioners