details
Article (journal) accessible via
URN: urn:nbn:de:0111-opus-89612
DOI: 10.25656/01:8961; 10.3384/rela.2000-7426.rela9023
URN: urn:nbn:de:0111-opus-89612
DOI: 10.25656/01:8961; 10.3384/rela.2000-7426.rela9023
Title |
Interrogating professional power and recognition of specialized knowledge: a class analysis |
---|---|
Author | Livingstone, David W. |
Source | European journal for Research on the Education and Learning of Adults 5 (2014) 1, S. 13-29 |
Document | full text (276 KB) |
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-discipline | Empirical Educational Research Adult Education / Further Education |
Document type | Article (journal) |
ISSN | 2000-7426; 20007426 |
Language | English |
Year of creation | 2014 |
review status | Peer-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 journal | European journal for Research on the Education and Learning of Adults Jahr: 2014 |
Statistics | Number of document requests |
Checksums | checksum comparison as proof of integrity |
Date of publication | 25.04.2014 |
Citation | Livingstone, 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; 10.3384/rela.2000-7426.rela9023 |