ERIC Number: ED481588
Record Type: Non-Journal
Publication Date: 2001-Jun
Reference Count: N/A
Transgressive Possibilities in Post-Corporate Enterprise Culture.
Fenwick, Tara J.
Recent literature addressing workplace learning emphasizes the production in late modernity of worker subjectivity as "enterprising self" amid the discourses of flexible specialization in post-Fordist work environments. Extensive critique of these environments has lamented the management of workers' learning and its subversion to organizational goals of material profit and productivity, producing a worker subjectivity as a "bundle of learning needs." The subject is often decentered in a wash of economic, globalization, and lifelong learning discourses. The worker subject must be reclaimed, calling upon a psychoanalytic framework to conceptualize desire and interference at the heart of work where profound pedagogic encounters take place. A pedagogy of desire can be theorized that mobilizes a creative and transgressive impulse that can unfold within and sustain itself alongside the shifting marketplace. This is situated within work environments that can be characterized as "post corporate enterprise culture." This notion builds on well-known models of post-Fordism and reflexive modernization to portray new energies of work that can be perceived to emerge in resistance to the master discourse. That is, it can be seen as economic competition and employee performance and productivity within a neo-liberal framework and one that offers hope through playful, transgressive possibilities. (Contains 19 references.) (YLB)
Descriptors: Adult Education, Competition, Discourse Analysis, Economic Change, Educational Objectives, Employees, Employer Employee Relationship, Free Enterprise System, Inplant Programs, Instruction, Job Performance, Job Training, Labor Force Development, Learning Motivation, Modernization, Organizational Objectives, Work Environment
For full text: http://www.edst.educ.ubc.ca/aerc/2001/2001fenwick.htm.
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A