Anteliz, Emilio A. and Danaher, Patrick Alan (2005) The microphysics and micropolitics of microscopic meanings: situated ethics and professional workplace pedagogy and learning in Venezuelan and Australian universities. In: 2nd International Conference on Pedagogies and Learning, 18-20 Sept 2005, Toowoomba, Queensland, Australia.
|HTML Citation||EndNote||MODS||Dublin Core||Reference Manager|
Full text available as:
|PDF (PDF of Powepoint) - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader|
ract]: A crucial challenge confronting contemporary workplaces is finding meaningful ways to facilitate ongoing workplace learning. This is certainly the case in universities, where competing pressures on academics and managers require the learning of new roles such as social entrepreneurs (Anteliz & Danaher, 2004). These pressures reflect the ongoing need for attentiveness to the microphysics and micropolitics of university workplaces if such professional workplace learning is to be effective, efficient and equitable. That attentiveness reinforces the situated and politicised character of such learning; it also raises questions about appropriate forms of pedagogy to accompany and enable such learning. One potentially useful conceptual tool in articulating meaningful professional workplace pedagogy and learning in contemporary universities is situated ethics (Piper & Simons, 2005; Simons & Usher, 2000). Situated ethics eschews adherence to a timeless and universal code in favour of understanding ethical practice as contingent and located in the specific power grids of particular institutions. From this perspective, the ethical dimension of pedagogy and learning in relation to academics and managers must engage explicitly and hopefully productively with the aspirations and interests of members of the institutions in which their roles are performed. This paper illustrates this argument by reference to the authors’ reflexive accounts of the dilemmas and strategies informing their efforts to participate in ongoing professional workplace learning. These dilemmas and strategies are framed by global, national and regional developments in socioeconomic policymaking, yet also enacted in contexts shaped by the microphysics and micropolitics of meaning making in their particular workplaces. The authors elaborate and apply selected features of situated ethics that underpin their respective and shared pedagogical approaches to facilitating their colleagues’ and their own professional workplace learning.
|Item Type:||Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)|
|Additional Information:||USQ publication. The authors retain individual copyright of their own papers.|
|Uncontrolled Keywords:||Australia; microphysics; micropolitics; professional learning; situated ethics; universities; Venezuela; workplace learning|
|Fields of Research (FOR2008):||13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators|
13 Education > 1301 Education Systems > 130103 Higher Education
22 Philosophy and Religious Studies > 2201 Applied Ethics > 220107 Professional Ethics (incl. police and research ethics)
|Subjects:||330000 Education > 339900 Other Education|
|Socio-Economic Objective (SEO2008):||UNSPECIFIED|
|Deposited On:||23 Jun 2008 13:05|
|Last Modified:||14 Feb 2012 12:36|
Archive Staff Only: edit this record