Stressed-out knowledge workers in performative times : a postmodern take on Project-based learning
By: GARRICK, John
.
Contributor(s): Clegg, Stewart.
Material type: 
ArticlePublisher: 2001Subject(s): Critical Theory | Dialogue | Knowledge-management | PostmodernismManagement Learning 32, 1, p. 119-134Abstract: The article takes as its topic recent developments in project-based learning. These are major response to the changing articulation of the knowledge-based economy. Correponding changes to the role of universities, whose mastery of knowledge is now being questioned, are a consequence - one often not atecipated as such. One response to the upsurge in interest in project-based learning for `knowledge work` has been to move the university futher into the workplace by legitimizing work-based and more flexible approaches to learning. The article identifies how, from a critically postmodern perspective, some problems occur with this shift, including the performative stresses on `knowledge workers` who are now expected to reflect on their learning through work or project-based `curricula`. Critical theories are useful in so far as they go, in bringing workplaces as learning environments into sharper focus. However, it is our argument that they do not go for enough, as (ironically) there are too many uncritical assumptions undergirding critical theory. The focus ithen switches to a postmodern analysis of project-based learning. From this perspective, project-based learing may be seen as too wedded to instrumental desires for performativity. We argue that postmodern ideas about project-based learning can offer practical organizational options, although we do not assert they are the only good options
| Item type | Current location | Collection | Call number | Status | Date due | Barcode |
|---|---|---|---|---|---|---|
| Periódico | Biblioteca Graciliano Ramos | Periódico | Not for loan |
The article takes as its topic recent developments in project-based learning. These are major response to the changing articulation of the knowledge-based economy. Correponding changes to the role of universities, whose mastery of knowledge is now being questioned, are a consequence - one often not atecipated as such. One response to the upsurge in interest in project-based learning for `knowledge work` has been to move the university futher into the workplace by legitimizing work-based and more flexible approaches to learning. The article identifies how, from a critically postmodern perspective, some problems occur with this shift, including the performative stresses on `knowledge workers` who are now expected to reflect on their learning through work or project-based `curricula`. Critical theories are useful in so far as they go, in bringing workplaces as learning environments into sharper focus. However, it is our argument that they do not go for enough, as (ironically) there are too many uncritical assumptions undergirding critical theory. The focus ithen switches to a postmodern analysis of project-based learning. From this perspective, project-based learing may be seen as too wedded to instrumental desires for performativity. We argue that postmodern ideas about project-based learning can offer practical organizational options, although we do not assert they are the only good options
Click on an image to view it in the image viewer
There are no comments for this item.