Francophone Perspectives of Learning Through Work: by Laurent Filliettaz, Stephen Billett

By Laurent Filliettaz, Stephen Billett

This publication generates a complete account of the way within which practice-based studying has been conceptualized within the Francophone context. studying for occupations, and the academic and practice-based reports helping it are the topic of elevated curiosity and a spotlight globally. Governments, expert our bodies, offices and employees are actually trying to find stories that aid the preliminary and ongoing improvement of occupational capacities. hence, extra awareness is being given to places of work as websites for this studying. This specialise in studying via paintings has lengthy been emphasized within the Francophone international, which has built particular traditions and conceptions of institutions among paintings and studying. those comprise ergonomics didactics. but, while being approved and of lengthy status within the Francophone global, those conceptions and traditions, and the practices assisting them are little identified approximately or understood within the Anglophone global, that's the dominant medium for clinical and academic dialogue. This booklet addresses this challenge via drawing on bills from France, Switzerland and Canada that make obtainable and complex those traditions, conceptions and practices via examples in their functions to occupationally similar studying. those debts supply diversifications and culturally-specific advancements of those traditions, yet jointly emphasize a preoccupation with how either paintings and studying must be understood via positioned issues of people enacting their paintings perform. during this approach, they provide noteworthy and necessary contributions to modern international issues of studying via work.

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Aligned with this orientation to inquiry is a focus on activity. 3 Activity as a Source of Unity and Diversity These technical and methodological developments have also been driven by theoretical advances, particularly in regard to the definition of work as an object of research, that is, when it is conceptualised as a complex and demanding social practice that can be rigorously investigated when it is observed in context and not decomposed into a series of elementary processes. These principles led to adopt the category of activity as a fundamental concept and unit of analysis for studying real work in relation to prescribed work.

The role of a research-intervention design is then to identify these needs, to shape the demands that may emerge from these needs and to develop methods that can fruitfully respond to these demands. Considering that demands emanating from work organisations often have direct or indirect connections with language use, representatives of the Language and Work network contributed, in an interdisciplinary perspective, to ergonomic interventions. These interventions addressed a wide range of issues, in diverse professional contexts.

However, even in these cases, individual learning is viewed as always operating within the framework of interactions with others (significant persons or a community the individual belongs to or identifies with). 2 Theoretical, Conceptual and Disciplinary Frames of Reference The theoretical and conceptual references in those contributions are quite varied. Some of them are strongly grounded in the Vygotskian (Vygotsky 2012) and neo-Vygotskian (Wertsch 1991), emphasising the historico-cultural dimension of learning.

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