Women, subjectivities and learning to be adaptable

Abstract

Purpose

The purpose of this paper is to advance understandings of the subjectivities that influence auxiliary‐level female employees' work and learning experiences in general legal practice. Moreover, the aim is to maximise the opportunities for these workers.

Design/methodology/approach

A broader critical ethnographic study investigated socio‐cultural perspectives of women, work, and learning. This paper represents part of the study exploring the empirical relationships of female workers and the subjectivities that impact on their work and learning. This approach was based on critical epistemologies and examines sources of workplace barriers. Data were triangulated through interview transcripts, observations, and reflective diaries. The collection of data involved gathering information from nine female workers and an analysis of the data were activated at the research settings and organised into categories through comparison and inductive coding.

Findings

Findings suggest that negotiating subjectivities at work is complex and inhibiting for auxiliary workers. Yet, despite low levels of support, auxiliary workers are determined and they find ways to survive through participatory practices and agentic actions. These findings are imperative to enhance auxiliary women's workplace learning experiences.

Originality/value

The research challenges management to acknowledge and expand understandings of subjectivities and to take advantage of these understandings as a springboard to augment auxiliary women's work and learning experiences. Value is in transforming social practice within legal workplaces to better consider the potential of all workers. Also, strategically this may well enhance the productivity and viability of these kinds of practices.

Citation

Cavanagh, J. (2010), "Women, subjectivities and learning to be adaptable", Multicultural Education & Technology Journal, Vol. 4 No. 3, pp. 140-152. https://doi.org/10.1108/17504971011075147