Abstract
The emphasis given to learning in today’s society presents challenges not only to professional communities and educational institutions, but also to individual practitioners. The contemporary notions of learning as ‘lifelong’ and ‘life-wide’ position learning as a key activity over the lifespan as well as in life as a whole, including private and leisure activities.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Billett, S., Smith, S., & Barker, M. (2005). Understanding work, learning and the remaking of cultural practices. Studies in Continuing Education, 27(3), 219–237.
Brown, A. (2004). Engineering identities. Career Development International, 9(3), 245–273.
Buccurelli, L. & Kuhn, S. (1997). Engineering education and engineering practice: Improving the fit. In S. Barley & J. Orr (eds.), Between craft and science: Technical work in U.S. settings (pp. 210–229). Ithaca/London: Cornell University Press.
Castells, M. (2000). The institutions of the new economy. Summary of the address to the conference ‘Delivering the virtual promise?’, London, June 2000. Retrieved from http://virtualsociety.sbs.ox.ac.uk/text/events/castells.htm.
Chappell, C., Rhodes, C., Solomon, N., Tennant, M., & Yates, L. (2003). Reconstructing the lifelong learner: Pedagogy and identity in individual, organizational and social change. London: RoutledgeFalmer.
Collin, K. (2005). Experience and shared practice: Design engineers’ learning at work. Jyväskylä Studies in Education, Psychology and Social Research, 261. Jyväskylä: University of Jyväskylä. Available online at http://julkaisut.jyu.fi/?id=951-39-2188-3.
Commission of the European Union (2001). Making a European area of lifelong learning a reality. http://ec.europa.eu/education/policies/lll/life/communication/com_en.pdf.
Davies, K. & Mathieu, C. (2005). Gender inequality in the IT sector in Sweden and Ireland. Publication no. 3, National Institute for Working Life, Stockholm.
Dean, M. (2006). Governmentality: Power and rule in modern society. London: Sage Publications.
Downey, G.L. (1998). The machine in me: An anthropologist sits among computer engineers. New York: Routledge.
Drummond, J. (2003). Care of the self in a knowledge economy: Higher education, vocation, and the ethics of Michel Foucault. Educational Philosophy and Theory, 35(1), 57–69.
Edwards, R., Ranson, S., & Strain, M. (2002). Reflexivity: Towards a theory of lifelong learning. International Journal of Lifelong Education, 21(6), 525–536.
Edwards, R. (2004). Mobilising concepts: Intellectual technologies in the ordering of learning societies. Pedagogy, Culture and Society, 12(3), 433–448.
Foucault, Michel (1972). The archaeology of knowledge and the discourse on language. New York: Pantheon Books.
Foucault, M. (1980a). Power/knowledge: Selected interviews and other writings. New York: Pantheon Books
Foucault, M. (1980b). The history of sexuality. Volume 1: An introduction. New York: Vintage Books.
Foucault, M. (1994a). The ethics of the concern for the self as a practice of freedom. In P. Rabinow (Ed.), Essential works of Foucault 1954–1984: Vol. 1. Ethics, subjectivity and truth (pp. 281–301). New York: The New Press.
Foucault, M. (1994b). Technologies of the self. In P. Rabinow (Ed.), Essential works of Foucault 1954–1984: Vol. 1. Ethics, subjectivity and truth (pp. 223–251). New York: The New Press.
Foucault, M. (2001). Governmentality. In J.D. Faubion (Ed.), Essential works of Foucault 1954–1984: Vol. 3. Power (pp. 201–222). London: Penguin Books.
Grey, C. (1994). Career as a project of the self and labour process discipline. Sociology, 28(2), 479–497.
Krejsler, J. (Ed.) (2004). Pædagogikken og kampen om individet: Kritisk pædagogik, ny inderlighed og selvets teknikker [Pedagogy and the struggle for the individual]. Copenhagen: Hans Reizler.
Lahn, L.C. (2010). Professional learning as epistemic trajectories. In S. Ludvigsen, A. Lund, I. Rasmussen, & R. Säljö (Eds.), Learning across sites. New tools, infrastructures and practices (pp. 53–68). New York: Routledge.
Lemke, J. (2001). Discursive technologies and the social organization of meaning. Folia Linguistica, 35(1–2), 79–96.
Loogma, K., Ümarik, M., & Vilu, R. (2004). Identification-flexibility dilemma of IT specialists. Career Development International, 9(3), 323–348.
Norwegian Ministry of Education and Research (2003). General plan: The bachelor’s degree in engineering. Oslo: Norwegian Ministry of Education and Research.
Ó Riain, S., (2000). Net-working for a living: Irish software developers in the global workplace. In M. Burawoy, J.A. Blum, S. George, Z. Gille, T. Gowan, L. Haney, M. Klawiter, S.H. Lopez, S. Ó Riain, & M. Thayer (eds.), Global ethnography: Forces, connections, and imaginations in a postmodern world (pp. 175–202). Berkeley: University of California Press.
Olssen, M. (2006). Understanding the mechanisms of neoliberal control: Lifelong learning, flexibility and knowledge capitalism, International Journal of Lifelong Education, 25(3), 213–230.
Peters, M. (2001). Education, enterprise culture and the entrepreneurial self: A Foucauldian perspective. Journal of Educational Enquiry, 2(2), 58–71.
Rose, N. (1997). Identity, genealogy, history. In S. Hall & P. du Gay (Eds.), Questions of cultural identity. London: Sage Publications.
Rose, N. (1998). Inventing our selves: Psychology, power, and personhood. Cambridge: Cambridge University Press.
Rose, N. (1999). Powers of freedom: Reframing political thought. Cambridge: Cambridge University Press.
Schon, D.A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
Tobias, S. (2005). Foucault on freedom and capabilities, Theory, Culture & Society, 22(4), 65–85.
Tuschling, A. & Engemann, C. (2006). From education to lifelong learning: The emerging regime of learning in the European Union. Educational Philosophy and Theory, 38(4), 451–469.
Usher, R. & Solomon, N. (2001). Experiential learning and the shaping of subjectivity in the workplace. Studies in the Education of Adults, 31(2), 155–163.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Sense Publishers
About this chapter
Cite this chapter
Nerland, M. (2012). Self-technologies in work-based learning. In: Jensen, K., Lahn, L.C., Nerland, M. (eds) Professional Learning in the Knowledge Society. The Knowledge Economy and Education, vol 6. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-994-7_11
Download citation
DOI: https://doi.org/10.1007/978-94-6091-994-7_11
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6091-994-7
eBook Packages: Humanities, Social Sciences and LawEducation (R0)
