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Understanding Diverse Outcomes for Working-Class Learning: Conceptualising Class Consciousness as Knowledge Activity

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  • Peter H. Sawchuk

Abstract

This article poses the question: Why is it that work/life teaches some workers resistance and militancy while it seems to teach others despondency, withdrawal or manic careerism? The significance of this question lies in the decline of working-class community. The question is answered through an exploration of ways of conceptualising working-class learning that account for a diversity of outcomes in terms of class consciousness. The article briefly reviews key dimensions of learning theory, and then, by drawing on two empirical illustrations, it argues that the workplace must be conceptualized as an ensemble of work/life spheres. The argument confirms the prospect for a better understanding of the complex nature of work-learning relations with an emphasis on artifact mediation (i.e. the role of tools and ideas) and participatory structures (i.e. activity systems). Here the content and structural location of working-class cultural practices and dispositions (i.e. habitus) within activity systems are deemed central.

Suggested Citation

  • Peter H. Sawchuk, 2007. "Understanding Diverse Outcomes for Working-Class Learning: Conceptualising Class Consciousness as Knowledge Activity," The Economic and Labour Relations Review, , vol. 17(2), pages 199-216, April.
    • Handle: RePEc:sae:ecolab:v:17:y:2007:i:2:p:199-216
    DOI: 10.1177/103530460701700212
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