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Title
Interrogating professional power and recognition of specialized knowledge: a class analysis
Author
SourceEuropean journal for Research on the Education and Learning of Adults 5 (2014) 1, S. 13-29 ZDB
Document
License of the document In copyright
Keywords (German)Weiterbildung; Erwachsenenbildung; Professionalisierung; Berufsgruppe; Arbeitnehmer; Lebenslanges Lernen; Entscheidungsträger; Selbstständiger; Manager; Arbeitgeber; Nicht Qualifizierter; Verein; Teilnahme; Höherqualifikation; Empirische Forschung; Latent-Class-Analyse; Kanada
sub-disciplineEmpirical Educational Research
Adult Education / Further Education
Document typeArticle (journal)
ISSN2000-7426
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):This article explores ignored dimensions of relations between professional power and recognition of specialized knowledge, specifically the relations of professional class positions and workplace power with advanced professional schooling and further education. Professional class positions, mediated by association and union memberships, are posited as and confirmed to be important determinants of both advanced educational certification and further education. The evidence is drawn from unique national surveys of the working conditions and learning practices of entire Canadian labour force including especially a 2004 survey with a large number of professional respondents. The major implication is that class positions should be incorporated in further studies of professional power generally and variations in professional learning in particular. (DIPF/Orig.)
other articles of this journalEuropean journal for Research on the Education and Learning of Adults Jahr: 2014
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Date of publication25.04.2014
Suggested CitationLivingstone, David W.: Interrogating professional power and recognition of specialized knowledge: a class analysis - In: European journal for Research on the Education and Learning of Adults 5 (2014) 1, S. 13-29 - URN: urn:nbn:de:0111-opus-89612 - DOI: 10.25656/01:8961
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