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Positioning the worker: discursive practice in a workplace literacy program

Tannock, Stuart 1997. Positioning the worker: discursive practice in a workplace literacy program. Discourse & Society 8 (1) , pp. 85-116. 10.1177/0957926597008001005

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Abstract

Workers' perspectives have frequently been overlooked and ignored in the development and implementation of workplace literacy programs. Analysis of the classroom discourse of a literacy program run cooperatively by company and union at a US canning factory shows how, even in apparently `worker-centered' efforts, local discursive choices made by instructors may close off opportunities for students/employees to freely express their opinions and ideas. In this particular program, such choices effectively worked to move students/employees into subject-positions—into alignment with culturally stereotyped attitudes, behaviors, and values—that were desirable to company management.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Social Sciences (Includes Criminology and Education)
Subjects: H Social Sciences > H Social Sciences (General)
Publisher: SAGE Publications
ISSN: 0957-9265
Last Modified: 19 Mar 2016 23:54
URI: http://orca.cf.ac.uk/id/eprint/71594

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