The ‘Unionization Effect’ among Adult Computer Learners

Abstract

Findings from qualitative and quantitative research in Canada are combined to explore the links between adult participation in progressive trade unionism and patterns of learning. Progressive trade unionism is defined partially by an organization's commitment to member education and the effective 'buffering' of supervisory discipline within the labour process. With a focus on computer learning specifically, the data suggest that involvement in such organizations and community formations encourages different subjective appreciation for learning and education, more effective informal learning practice, as well as greater access to material resources and greater involvement in formalized courses. Informal learning networks among manufacturing workers are described comparatively. Central to this effect is the formation of a proletarian public sphere articulated by culturally and materially stable forms of class-based community.

Countering the pedagogic hegemony of neo-liberalism in the workplace: a Freirean analysis of the contribution of union-led learning to enhanced worker participation in the UK

“…Also, it can be argued that this discussion is, in line with Newman's influential model on union learning contracts (See Fisher, 2017), to some significant degree, “dialogic”, and most definitely not hierarchal in nature (Foley, 2001). The validity of the ULR's input in this pedagogic process is that very often they have undertaken their own learning journey (Sawchuk, 2003; Moore, 2011; Ross and Moore, 2016) and now offer advice and encouragement to others based on that experience (Hollinrake, 2016; Saundry et al , 2017).…”

“…Her study revealed that the literacy skills and knowledge of any activist can be seen in a state of continuing flux, both in ideological and technical terms, for which any union pedagogic strategy, and assessment thereof, must take real account. In closing this section, Sawchuk's (2003) study of “progressive” unionism in Canada, and its stated commitment to members' education, are equally instructive. Sawchuk studied workers on a union-initiated computer learning course.…”

“…He concluded that this workplace learning can become a catalyst for broader worker participation and understanding. Those initial work-based skills can to lead to learning that is “more systematic, multi-faceted, expansive and efficient in making use of a wider array of social resources” and potentially resulting in social and political change amongst working-class people (Sawchuk, 2003, pp. 638-639).…”

Labour perspectives on the new politics of skill and competency formation: International reflections

“…In fact, adult education participation research (e.g., Courtney, 1992;Sawchuk, 2003b) has demonstrated that virtually any form of engagement with training or educational programs does tend to increase worker participation in the workplace and also increases participation in further education. In fact, adult education participation research (e.g., Courtney, 1992;Sawchuk, 2003b) has demonstrated that virtually any form of engagement with training or educational programs does tend to increase worker participation in the workplace and also increases participation in further education.…”