Please use this identifier to cite or link to this item:
Appears in Collections:Faculty of Social Sciences Book Chapters and Sections
Title: Policies for the knowledge economy: Knowledge discourses at play
Author(s): Fenwick, Tara
Contact Email:
Editor(s): Malloch, M
Cairns, L
Evans, K
O'Connor, BN
Citation: Fenwick T (2011) Policies for the knowledge economy: Knowledge discourses at play. In: Malloch M, Cairns L, Evans K & O'Connor B (eds.) The SAGE Handbook of Workplace Learning. London: Sage, pp. 319-330.
Keywords: knowledge economy
workplace learning
educational policy
Knowledge economy
Employees, Training of
Organizational learning
Issue Date: 2011
Date Deposited: 21-Feb-2012
Abstract: This chapter examines diverse discourses of knowledge embedded in state policies set forth specifically to mobilize lifelong learning for the global knowledge economy. The discussion draws from the literature as well as examples of federal policy documents in Canada related to its Innovation Strategy launched in 2002. At least two broad policy directions have been at play in these policy documents. One continues to emphasise skill acquisition in a conventional deficit-oriented, individualist and universalist model of work education, where the educational goals are upskilling through control and measurement. The other urges innovation as the prime mover of the new economy, where the goals are formulating (and attracting) a ‘creative class’ through environments conducive to invention. It is suggested that, rather than creating the bifurcated skill economy that some have argued, these trajectories actually appear to create distinct but overlapping knowledge scapes or networks. These networks contain fundamental ambiguities and discontinuities about the meaning and value of knowledge in a knowledge economy, spaces which may open possibilities for educators. The chapter proceeds in three sections. The first examines diverse notions of knowledge and skill that have proliferated in policies and critical responses linked to the knowledge economy discourse. The second discusses specific examples of federal policies in Canada that illustrate many of these currents. The third section discusses the ambiguities and tensions apparent in such policies, showing the play of knowledge discourses that invite openings for alternate conceptions of workplace learning and the knowledge economy.
Rights: This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. Published in The SAGE Handbook of Workplace Learning by Sage:

Files in This Item:
File Description SizeFormat 
1_Ch-Policies KE.pdfFulltext - Accepted Version206.79 kBAdobe PDFView/Open
Ch-Policies KE.pdfFulltext - Accepted Version206.79 kBAdobe PDFView/Open

This item is protected by original copyright

Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

The metadata of the records in the Repository are available under the CC0 public domain dedication: No Rights Reserved

If you believe that any material held in STORRE infringes copyright, please contact providing details and we will remove the Work from public display in STORRE and investigate your claim.