ERIC Number: EJ1026407
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 39
Intervening in Informal Learning: Activity Theory as Teaching Tool
Carter, Susan L.
McGill Journal of Education, v48 n3 p491-510 2013
In this article, I argue that a concentrated focus on everyday informal learning about unions is critical not only to re-thinking union education programs, but to the overall project of union renewal. The article offers, by way of example, an inquiry into the grievance system as a routine (and central) union practice and a key site of informal learning. This inquiry is directed by cultural historical activity theory (CHAT) which provides method, tools, and theoretical building blocks for better understanding everyday learning. In addition, I argue, CHAT presents a powerful pedagogical tool for educators, leaders, and activists who are concerned with the challenge of intervening critically and strategically into everyday learning and everyday practices of unions and their members.
Descriptors: Informal Education, Unions, Labor Education, Learning Theories, Social Theories, Grievance Procedures, Learning, Union Members, Adult Education, Intervention
McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Authoring Institution: N/A