1. Interrogating professional power and recognition of specialized knowledge: a class analysis
- Author
-
David W. Livingstone
- Subjects
Further education ,Professional classes ,workplace power ,professionals’ specialized knowledge ,further education ,Professionalization ,Erwachsenenbildung ,Employer ,370 Erziehung, Schul- und Bildungswesen ,Occupational category ,Adult education ,Pedagogy ,Empirische Bildungsforschung ,Sociology ,health care economics and organizations ,Professionalisierung ,lcsh:LC8-6691 ,Teilnahme ,4. Education ,05 social sciences ,Participation ,050301 education ,Arbeitgeber ,Public relations ,humanities ,Self employment ,Professional association ,370 Education ,Nicht Qualifizierter ,Canada ,Erziehung, Schul- und Bildungswesen ,Wage or salary earner ,Empirical research ,education ,Weiterbildung ,Lifelong learning ,Selbstständiger ,Adult training ,Professional studies ,Berufsgruppe ,Entscheidungsträger ,Education ,Body of knowledge ,ddc:370 ,Lebenslanges Lernen ,Professional learning community ,Erwachsenenbildung / Weiterbildung ,0502 economics and business ,Life long learning ,ComputingMilieux_THECOMPUTINGPROFESSION ,lcsh:Special aspects of education ,business.industry ,Verein ,Höherqualifikation ,Latent-Class-Analyse ,Kanada ,Arbeitnehmer ,Manager ,Empirische Forschung ,Life-long learning ,Employee ,business ,Continuing education ,0503 education ,050203 business & management - Abstract
European journal for Research on the Education and Learning of Adults 5 (2014) 1, S. 13-29, 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.)
- Published
- 2014