Interrogating professional power and recognition of specialized knowledge: a class analysis.

Autor/in	Livingstone, David W.
Titel	Interrogating professional power and recognition of specialized knowledge: a class analysis.
Quelle	In: European journal for Research on the Education and Learning of Adults, 5 (2014) 1, S. 13-29Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
URN	urn:nbn:de:0111-opus-89612
Schlagwörter	Empirische Forschung; Teilnahme; Berufsgruppe; Höherqualifikation; Nicht Qualifizierter; Professionalisierung; Manager; Weiterbildung; Erwachsenenbildung; Lebenslanges Lernen; Latent-Class-Analyse; Entscheidungsträger; Verein; Arbeitgeber; Arbeitnehmer; Selbstständiger; Kanada
Abstract	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.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/3