Towards conceptual clarity: pedagogical liminality

Trevor Gerhardt and Paulette Annon

LSE Research Online Documents on Economics from London School of Economics and Political Science, LSE Library

Abstract: Work-based learning (WBL) is used interchangeably with other concepts such as work-related learning (WRL) and workplace learning (WPL). Work-integrated learning (WIL) considers WBL a subset within WIL. Some scholars and practitioners argue that WBL as a mode of learning is pedagogically incompatible with WRL, WPL, and WIL. WBL and WIL practitioners work across the coexistence of many possible meanings of modes and disciplines within the Higher Educational space, something WPL and WRL does not do explicitly when applied outside of Higher Education by Human Resource Management (HRM) practitioners. This conceptual paper applies a critical, multi-perspectival, multi-theoretical and multi-methodological approach of inquiry to the concept of boundaries as it relates to WIL and WBL as a mode of learning within pedagogics. It emphasizes the unique raison d'être for WBL and WIL which is the liminality and tension as a mode of pedagogical practice, between, across, and through disciplines.

Keywords: disciplinary boundaries; higher degree apprenticeships; pedagogical practice; work-based learning; work-integrated learning (search for similar items in EconPapers)
JEL-codes: J01 J50 R14 (search for similar items in EconPapers)
Pages: 17 pages
Date: 2023-03-14
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Published in International Journal of Work-Integrated Learning, 14, March, 2023, 24(2), pp. 209-225. ISSN: 2538-1032

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