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Social Partnerships in Learning: Working across identity and learning boundaries

Wallace, Ruth (2009). Social Partnerships in Learning: Working across identity and learning boundaries. In: AVETRA 12th Annual Conference, Sydney, NSW, 16-17 April 2009.

Document type: Conference Paper

IRMA ID 77258317xPUB10
Author Wallace, Ruth
Title Social Partnerships in Learning: Working across identity and learning boundaries
Conference Name AVETRA 12th Annual Conference
Conference Location Sydney, NSW
Conference Dates 16-17 April 2009
Conference Publication Title AVETRA 12th Annual Conference Proceedings: "Aligning Participants, Policy and Pedagogy: Traction and Tensions in VET Research"
Place of Publication Australia
Publisher Australian Vocational Education and Training Research Association (AVETRA)
Publication Year 2009
ISBN 978-0-9805275-1-3   (check CDU catalogue open catalogue search in new window)
Total Pages 11
HERDC Category E1 - Conference Publication (DEST)
Abstract Learning engagement is informed by people’s cultural and social experiences, relationships and identities. Developing innovative and successful approaches to training in remote and regional contexts with culturally and socially diverse people is underpinned by effective partnerships and the recognition of diverse knowledge systems as they relate to the worlds of work, community engagement and learning. A recent study examined the role of identity in engagement informal education by socially disenfranchised learners from regional Northern Australia. Participants’ identities informed their negotiation of, and decision making about, risk taking and decision making in education. They actively informed regional learners’ identities about partic ipation in formal education.

The study’s outcomes described learner identities and the associated learning partnerships that inform engagement in learning and the ways they function as powerful mediators of learner experience and engagement. These social partnerships in learning
are the connecting tissue between learning systems and agents and operate at and across all levels; i.e. involving individuals, organizations and learning systems. Social partnerships in learning frameworks are used to examine diverse knowledge systems, recognise a range of learning identities, develop capacity building processes and examine the underlying relationships that facilitate connections, engagement and decision making between government, non-government, enterprise, andcommunity stakeholders
and individuals. This paper discusses the key drivers in understanding learner identity, and the potential of social partnerships in learning frameworks to understand disenfranchised adults’ learning engagement.
Additional Notes Paper # 52
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Created: Tue, 30 Mar 2010, 18:08:00 CST by Sarena Wegener