The impact of emotion and power relations on workplace learning

Publisher： Niace

ISSN： 0266-0830

Source： Studies in the Education of Adults, Vol.40, Iss.2, 2008-0, pp. : 192-206

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Abstract

In a previous ethnographic study (Sebrant, 2000) a social constructionist view of how social identity is produced among professional groups in Swedish healthcare was developed. Looking at the workplace as an important environment for identity construction suggested that these processes were conditions for learning. The purpose of this paper is to develop further interpretations of narratives from the previous study about the implementation of teamwork and computerisation at the clinic. The main question is: how do emotion, power relations, identity construction and learning interact in the healthcare context? In an emotional reading of these narratives, the medical hierarchy seems to have a strong influence on emotional displays among staff. The fear of losing tasks and responsibility turned to anger and resistance when change was initiated. Disappointment and envy towards other groups, which were perceived as gaining an advantage, seemed to be underlying emotions that were not allowed to be expressed overtly. The display of envy, often in the form of ironies, critique and ignoring the competence of others, appeared to be an obstacle to learning new ways of working and relating to each other in the workplace.