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ERIC Number: ED420056
Record Type: Non-Journal
Publication Date: 1997-Dec
Pages: 19
Abstractor: N/A
Reference Count: N/A
Virtual and Virtuous Realities of Workplace Literacy.
Castleton, Geraldine
Workplace literacy has been a recent addition to the field of literacy education and research, achieving a level of "commonsense" acceptability so that its meaning(s) or constructions have largely gone unchallenged. A study, therefore, explored the concepts of "work,""workers," and "literacy," not so much to establish what "are" the relationships among these concepts, but to understand the importance of "how" particular groups, and the broader community, define and act on their understandings of these relationships in response to contemporary economic and political climates. The study, using two sites of discourse, a bureaucratic report, and a series of interviews with key stakeholders in the field of workplace literacy, applied analytic procedures derived from poststructuralism and applied ethnomethodology to identify and make explicit the discourses that form various social practices of "work,""workers," and "literacy." Findings revealed that (1) the relationship between work and literacy is currently explained and understood in terms of the connections that can be made between contemporary discourses on work and the dominant functional discourse of history; (2) particular conceptualizations of literacy at work that derive from this juncture are inappropriate and ineffective in giving a full account of literacy, work, and workers; (3) current theorizations of workplace literacy have significant impact on the ways in which people establish their identities as workers, and on how others create the identities of workers; and (4) reformulated understandings of workplace literacy are essential for the achievement of individual and societal goals. (Contains an 80-item bibliography). (NKA)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A