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The digitalization of work and social justice - reflections on the labour process of English Further Education teachers

Avis, James and Reynolds, Cheryl (2017) The digitalization of work and social justice - reflections on the labour process of English Further Education teachers. In: The impact of digitalization in the workplace: An educational view. Professional and Practice-based Learning, . Springer, Dordrecht, Netherlands, pp. 213-230. ISBN 9783319632568

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Abstract

The chapter sets the discussion within the broader socio-economic context in which Further Education teachers labour, one characterised by underemployment and over-qualification, precariousness and the prevalence of ‘rotten jobs’. In this context educational workers are subject to high levels of surveillance rooted in regimes of performativity and institutional risk aversion. Paradoxically these practices rest alongside what Glazer (2014) describes as ‘busy work’ - meaningless activities that distract us from interrogating the nature of our labour. The previous processes are facilitated by the digitalisation of work and carry significant social justice implications which are averred to in conceptualisations of immaterial labour, digital capitalism and cognitive capitalism. Whilst digitalisation has enabled work to penetrate our entire lives appropriating what could be described as free labour, we should nevertheless avoid an overly technicist and determinist analysis. Digitalisation not only carries with it oppressive possibilities but is also provides a site of struggle that can be mobilised in the pursuit of social justice. The chapter explores these tensions in relation to the work of Further Education teachers.

Item Type: Book Chapter
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Schools: School of Education and Professional Development
Related URLs:
Depositing User: Sara Taylor
Date Deposited: 23 Feb 2017 16:02
Last Modified: 04 Nov 2017 23:17
URI: http://eprints.hud.ac.uk/id/eprint/31317

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