Work integration social enterprises as promoters of knowledge and workplace learning: three cases in the waste collection sector

Davinia Palomares-Montero, María José Chisvert-Tarazona and Alicia Ros-Garrido

International Journal of Knowledge and Learning, 2022, vol. 15, issue 3, 274-291

Abstract: This study explores what kind of learning, explicit and/or tacit, facilitates work integration social enterprises (WISEs), in the waste collection sector, for people in vulnerable situations. A longitudinal study based on learning trajectories was conducted from 2015-2018. We present the results for three WISEs in which 14 integration workers were observed in real work situations over a total of 31 working days. Additionally, we conducted 78 semi-structured interviews of integration workers and their pedagogical referents. We analyse what WISEs teach to facilitate workers' social inclusion and what the integration workers learn in the workplace before moving to the ordinary labour market. We conclude that deliberative knowledge plays a larger role regarding socio-labour and personal learning when WISEs prioritise their pedagogical accompaniment. However, technical learning appears linked to tacit and reactive knowledge related to work performance. The results are evident in WISEs where the personal itinerary is defined from the beginning.

Keywords: work integration social enterprise; WISE; workplace learning; explicit knowledge; tacit knowledge; learning trajectories; social inclusion; third sector; non-profit organisations; pedagogical accompaniment. (search for similar items in EconPapers)
Date: 2022
References: Add references at CitEc
Citations:

Downloads: (external link)
http://www.inderscience.com/link.php?id=123962 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ids:ijklea:v:15:y:2022:i:3:p:274-291

Access Statistics for this article

More articles in International Journal of Knowledge and Learning from Inderscience Enterprises Ltd
Bibliographic data for series maintained by Sarah Parker ().