Interrogating professional power and recognition of specialized knowledge: a class analysis

Authors

  • D. W. Livingstone University of Toronto, Canada

DOI:

https://doi.org/10.3384/rela.2000-7426.rela9023

Keywords:

Professional classes, workplace power, professionals' specialized knowledge, further education

Abstract

This article explores ignored dimensions of relations between professional power and recognition of specialized knowledge, specifically the relations of professional class positions and workplace power with advanced professional schooling and further education. Professional class positions, mediated by association and union memberships, are posited as and confirmed to be important determinants of both advanced educational certification and further education. The evidence is drawn from unique national surveys of the working conditions and learning practices of entire Canadian labour force including especially a 2004 survey with a large number of professional respondents. The major implication is that class positions should be incorporated in further studies of professional power generally and variations in professional learning in particular.

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Published

2014-01-24

How to Cite

Livingstone, D. W. (2014). Interrogating professional power and recognition of specialized knowledge: a class analysis. European Journal for Research on the Education and Learning of Adults, 5(1), 13–29. https://doi.org/10.3384/rela.2000-7426.rela9023