This article critiques some assumptions shaping the current discourse on workplace learning. It proposes that these assumptions restrict how workplace learning is conceptualised and discussed. Principally, describing workplace learning environments and experiences as ‘informal’ and that ‘informal learning’ occurs in workplaces constrains understanding about how learning occurs through work and, consequently, the development of a workplace pedagogy. As with educational institutions, in workplaces there are intentions for work practice, structured goal-directed activities that are central to organisational continuity, and interactions and judgements about performance that are also shaped to those ends. Therefore, describing learning through work as being ‘informal’ is incorrect. Instead, the structuring of workplace activities has dimensions associated with learning directed for the continuity of the practice, which also often has inherently pedagogical qualities. Moreover, the unqualified description of learning environments as being either ‘formal’ or ‘informal’ suggests a situational determinism. Instead, learning is proposed as being interdependent between the individual and the social practice. The core tension in this relationship is that between those needs for the continuity of the work practice and individuals' needs to realise their personal or vocational goals. It is proposed that considerations of learning, learning in workplaces and the development of a workplace pedagogy need conceptualising in terms of participatory practices.
Stored only when both papers are in the corpus — 333 citations exist upstream.