Workplace learning, power, and practice: modes of participation for civilian criminal investigators
IF 1.9
2区 教育学
Q2 EDUCATION & EDUCATIONAL RESEARCH
引用次数: 0
Abstract
Abstract This article aims to contribute to the theorization of power in workplace learning. We examined the ways in which civilian investigators participate in criminal investigation practice, and how these modes related to the social ordering in the police organization. Civilians, mostly women and well educated, are being hired in large numbers to help with the shortage of staff within the Swedish police organization. We analysed 71 interviews with both civilians and police officers, covering views on the nature of investigative work, the introduction of civilians, and their competence. The interviews were analysed in an abductive process using a practice theory outlook on power and participation. The results show four different modes of participation for civilians that have vastly different consequences for their integration into the police. These modes are dependent on how civilian competence is viewed, whether civilians are viewed as different or similar, and whether they are considered competent at investigating crimes. We conclude that the struggle to define competent practice is at the core of understanding the relationship between learning and power.
职场学习、权力与实践:民事刑事侦查人员的参与模式
摘要本文旨在对职场学习中的权力进行理论化。我们考察了民事侦查人员参与刑事侦查实践的方式，以及这些方式与警察组织社会秩序的关系。正在大量雇用平民，大多数是受过良好教育的妇女，以帮助解决瑞典警察组织内工作人员短缺的问题。我们分析了71次与文职人员和警务人员的访谈，内容包括对调查工作性质、文职人员的介绍和他们的能力的看法。运用实践论的权力与参与观，对访谈进行溯因分析。调查结果显示，平民有四种不同的参与模式，而这四种模式对他们融入警察有截然不同的影响。这些模式取决于如何看待平民能力，平民是否被视为不同或相似，以及他们是否被认为有能力调查犯罪。我们的结论是，努力定义胜任实践是理解学习与权力之间关系的核心。
本文章由计算机程序翻译，如有差异，请以英文原文为准。
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来源期刊
Vocations and Learning
EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
17.90%
发文量
21
期刊介绍：
Vocations and Learning: Studies in Vocational and Professional Education is an international peer-reviewed journal that provides a forum for strongly conceptual and carefully prepared manuscripts that inform the broad field of vocational learning. The scope of the journal and its focus on vocational learning is inclusive of vocational and professional learning albeit through the very diverse range of settings (e.g. vocational colleges, schools, universities, workplaces, domestic environments, voluntary bodies etc) in which it occurs. It stands to be the only truly international journal that focuses on vocational learning, as encompassing the activities that comprise vocational education and professional education in their diverse forms internationally. Vocations and Learning aims to: enhance the contribution of research and scholarship to vocational and professional education policy; support the development of conceptualisation(s) of vocational and professional learning and education; improve the quality of practice within vocational and professional learning and education; and enhance and support the standing of these fields as a sectors with its own significant purposes, pedagogies and curriculums. Vocations and Learning: Studies in Vocational and Professional Education encourages the submission of high-quality contributions from a broad range of disciplines, as well as those that cross disciplinary boundaries, in addressing issues associated with vocational and professional education. It is intended that contributions will represent those from major disciplines (i.e. psychology, philosophy, sociology, anthropology, history, cultural studies, labour studies, industrial relations and economics) as cross overs within and hybrids with and amongst these disciplinary traditions. These contributions can comprise papers that provide either empirically-based accounts, discussions of theoretical perspectives or reviews of literature about vocational learning. In addition, books, reports and policies associated with vocational learning will also be reviewed. Topics addressed through contributions within the proposed journal might include, but will not be restricted to: curriculum and pedagogy practices for vocational learning the role and nature of knowledge in vocational learning the nature of vocations, professional practice and learning the relationship between context and learning in vocational settings the nature and role of vocational education the nature of goals for vocational learning different manifestations and comparative analyses of vocational education, their purposes and formation organisational pedagogics transformations in vocational learning and education over time and space analyses of instructional practice within vocational learning and education analyses of vocational learning and education policies international comparisons of vocational learning and education critical appraisal of contemporary policies, practices and initiatives studies of teaching and learning in vocational education approaches to vocational learning in non-work settings and in unpaid work learning throughout working lives relationships between vocational learning and economic imperatives and conceptions and national and trans-national agencies and their policies.
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