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Positioning the Worker: Discursive Practice in a Workplace Literacy Program

STANFORD UNIVERSITY

Workers' perspectives have frequently been overlooked and ignored in the development and implementation of workplace literacy programs. Analysis of the classroom discourse of a literacy program run cooperatively by company and union at a US canning factory shows how, even in apparently `worker-centered' efforts, local discursive choices made by instructors may close off opportunities for students/employees to freely express their opinions and ideas. In this particular program, such choices effectively worked to move students/employees into subject-positions—into alignment with culturally stereotyped attitudes, behaviors, and values—that were desirable to company management.

Key Words: classroom discourse • critical literacy • discursive positioning • workplace education

Discourse & Society, Vol. 8, No. 1, 85-116 (1997)
DOI: 10.1177/0957926597008001005


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