Considering trade union education as a community of practice
This paper contributes to the continuing discussion about participation and non-participation in formal education by employing the notion of 'community of practice' to provide a framework for the study of trade union education. This notion provides a useful form to take account of social context and an appropriate vehicle to mediate the transformation of perspectives. This is a study that demonstrates the importance of social context and participant perspectives as important features of individual transformation. This paper draws on evidence from a local study of trade union education to explore the transformation of non-participants into learners. This transformation was the consequence of engagement by the participants in their trade union practice.
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