Someone Like Us: Trades identities and support for work/learning

Chris Holland

doi:10.5130/lns.v19i1.2416

PDF

Published: Dec 8, 2011

DOI: https://doi.org/10.5130/lns.v19i1.2416

Chris Holland

Impact Research New Zealand

Abstract

This paper reflects on specific findings from a 2009 study of on and off-job learning that explored apprentices’ learning experiences, formal and informal learning connections, and implications for language, literacy and numeracy in vocational learning. The study was conducted in the glazing industry in New Zealandi, and as part of that study, apprentice profiles were developed. This discussion focuses on three of those profiles and reflects on two emerging themes. The first theme is employer and apprentice perceptions of the value of apprentices coming from a ‘trades family’. The second theme is the range of inclusions and exclusions, advantages and disadvantages that apprentices experience depending on their ‘trades family’ status in both on and off-job learning. The paper then considers what kind of learning support might help integrate the different identities required within an apprenticeship.

Issue

Vol 19 No 1 (2011)

Section

Articles (PEER REVIEWED)

This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright Notice

Authors who publish with this journal agree to the following terms:

a) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share and adapt the work with an acknowledgement of the work's authorship and initial publication in this journal.

b) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

c) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Open Access Citation Advantage Service). Where authors include such a work in an institutional repository or on their website (ie. a copy of a work which has been published in a UTS ePRESS journal, or a pre-print or post-print version of that work), we request that they include a statement that acknowledges the UTS ePRESS publication including the name of the journal, the volume number and a web-link to the journal item.

d) Authors should be aware that the Creative Commons Attribution (CC-BY) License permits readers to share (copy and redistribute the work in any medium or format) and adapt (remix, transform, and build upon the work) for any purpose, even commercially, provided they also give appropriate credit to the work, provide a link to the license, and indicate if changes were made. They may do these things in any reasonable manner, but not in any way that suggests you or your publisher endorses their use.

Author Biography

Chris Holland, Impact Research New Zealand

Chris Holland has worked in the UK, Europe and New Zealand to research and address learning issues for low paid workers that are often attributed to low functional language, literacy or numeracy (LLN). Using a critical discourse analysis and ethnographic approach, Chris’ Phd explored how literacy was perceived and addressed in UK policy, practitioner professional development, and the workplace.

Over her seven years in the UK, Chris co-directed a national DFES funded support network, based at Lancaster University, for workplace LLN practitioners. Her European work involves social inclusion projects for migrants in the workplace. In New Zealand, Chris is the Director of Work & Education Research and Development Services, which advises and conducts research and professional development mainly with government departments, industry training organisations and the Council of Trade Unions. Since 2007 Chris has been exploring mentoring for apprentices.

Article Sidebar

Main Article Content

Abstract

Article Details

Chris Holland, Impact Research New Zealand