Do apprentices' communities of practice block unwelcome knowledge?

Abstract

Purpose

This study aims to examine how well print‐literacy support being provided to New Zealand Modern Apprentices (MAs) is supporting their study and practical work.

Design/methodology/approach

The authors undertook a qualitative analysis of a database of 191 MAs in the literacy programme, then in 14 case studies completed 46 interviews with MAs, their employers, industry coordinators and adult literacy tutors to obtain triangulated insights into each MA's learning.

Findings

A strong sense of disjunction appeared between the work culture and the norms of being print literate which adult literacy tutors worked to draw apprentices into. Interviewees perceived a divide between practice and theory, or “doing the job” and “doing bookwork”, so that MAs were faced with trying to be two different kinds of people to succeed in their apprenticeship.

Research limitations/implications

Future research may explore the ways in which differing value‐sets that apprentices encounter can compete with and undermine creation of knowledge and skills.

Practical implications

Desirably, apprentices' literacy tutors should possess sufficient familiarity with trade terminology and practices to help bridge the divide between trade and print‐literate assumptions and values to the extent possible.

Originality/value

This study questions Lave and Wenger's assumption that mastering knowledge and skill requires newcomers to participate fully within their community of practice. It proposes instead that varying values, which apprentices must come to grips with need to be better aligned with one another.

Citation

Sligo, F., Tilley, E.N. and Murray, N. (2011), "Do apprentices' communities of practice block unwelcome knowledge?", Education + Training, Vol. 53 No. 4, pp. 297-309. https://doi.org/10.1108/00400911111138460