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:	https://orca.cardiff.ac.uk/id/eprint/71594

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