'I don't think I am a learner': acts of naming learners at work

Abstract

The terms ‘learning’ and ‘learner’ are used in discussions of workplace learning as if they were unproblematic and as if workers, organisations and researchers had a common shared view about what these terms mean. A study of four different workgroups within an organisation in which the discourse of learning was pervasive, suggests that having an identity as a learner may not be compatible with being regarded as a competent worker. The politics of naming oneself as a learner are considered and the power of naming learning and learners are discussed. The broader implications for research on workplace learning of such a discursive approach are noted.