Hard/soft, formal/informal, work/learning: Tenuous/persistent binaries in the knowledge‐based society

Abstract

Purpose

This paper discusses insights from a study of women working, or seeking or preparing for work, in the information technology (IT) field. At issue is how and whether alternative career pathways and informally acquired skills and knowledge, as well as the operation of gender in learning and work, are acknowledged by employers, colleagues and participants themselves.

Design/methodology/approach

Using the qualitative technique of life and work history, this study mapped varied learning pathways of women working in the IT field. We used a feminist approach to explore this field, which is characterised as both highly masculine and filled with opportunities for all workers, including women.

Findings

Juxtaposing categories present in the data, such as female and male, formal and informal education, work and learning, hard and soft skills, and centre and periphery, we establish that binary constructs are both persistent and tenuous.

Research limitations/implications

Our analysis challenges assumptions about educating the global workforce and the learning pathways within the IT field. Moreover, it suggests the usefulness of further qualitative research on this topic in other geographic locations or fields of work.

Originality/value

In questioning epistemological and social binaries, our analysis contributes to the re‐theorisation of conceptions of knowledge and learning. In moving from an either/or to a both/and understanding of them, we offer a different way of talking about how they can be understood.

Citation

Jubas, K. and Butterwick, S. (2008), "Hard/soft, formal/informal, work/learning: Tenuous/persistent binaries in the knowledge‐based society", Journal of Workplace Learning, Vol. 20 No. 7/8, pp. 514-525. https://doi.org/10.1108/13665620810900337