The labour of identity: performing identities, performing economies

Adkins, Lisa; Lury, Celia

doi:10.1080/03085149900000020

Cited by 116 publications

(79 citation statements)

References 8 publications

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“…On the other hand, Timo had noted that women tend to dress up for the interview more carefully than men. This is not surprising, for women's investment in their appearance is taken for granted in the labor market (Adkins & Lury, 1999;Dean, 2005).…”

Section: Making Judgments About Appearancementioning

confidence: 99%

Feeling the Right Personality. Recruitment Consultants’Affective Decision Making in Interviews With Employee Candidates

Kinnunen

Parviainen

2016

NJWLS

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Section: Making Judgments About Appearancementioning

confidence: 99%

Feeling the Right Personality. Recruitment Consultants’Affective Decision Making in Interviews With Employee Candidates

Kinnunen

Parviainen

2016

NJWLS

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“…The fact that most Western universities now offer free therapy sessions to both teachers and students to help them cope with the stresses of performing their teaching and learning roles is one effect of the extent to which pedagogy has been successfully rewritten as "emotional labour" (Adkins and Lury, 1999). As counsellor, the teacher loses the authority to punish, but wins the opportunity gently to require a much greater level of personal disclosure from the student.…”

Section: Deadly Habit No 4: Teachers Assess Students Are Assessedmentioning

confidence: 99%

Unlearning pedagogy

McWilliam

2005

JLD

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Our teaching and learning habits are useful but they can also be deadly. Keywords Pedagogy, deadly habits Unlearning PedagogyThere's an old joke about teaching that tries hard to be off colour. It is about a brothel in which ex-professionals now ply a new trade. It soon becomes apparent that, of all the professions represented in the brothel, the teacher is by far the most sought after by the brothel's clients. When the brothel owner decides to eavesdrop to discover the secret of the teacher's popularity, he hears a very no-nonsense instruction: 'I don't care how many times we have to do this, you're going to stay until you get it right!!" Now while this is a somewhat lateral entrée into matters pedagogical, it does nevertheless get us quickly to the idea that pedagogy is characterised by well-rehearsed habits. Success in formal teaching and learning has depended, in large measure, on the acquisition of certain routinised patterns of thinking and behaving. As effective teachers, whatever our technological tools, we habitually prepare and review our curriculum documents to ensure coverage and relevance. We update our reference lists. We organise our assessment tasks so that they evaluate overall performance by requiring students to respond in a range of formats and even to have some degree of choice about a preferred format. We set up assessment criteria that make the judging of quality as transparent as possible. We provide feedback. We praise the positive.By re-enacting such pedagogical habits, we make a culture of teaching and learning that parallels a predictable and regular social world. When supply is linear and stable, when labour is shaped by relatively simple patterns of time and space, when consumption is a passive activity, then such behavioural and attitudinal habits make sense. In fact, they are the most likely means of achieving success. Get the routines right -the routines of thinking, of engaging, of problem-solving -and they will equip you well both now and in the future. If you have a complex problem, break it down into its component parts or into a number of simple tasks. Plan your project systematically before you start work. Introduction-body-conclusion. Tell them what you are going to say, say it, and then tell them what you just said. Begin with lower order questions before moving to higher order ones. If Plan A doesn't work, move to Plan B. Make a 'to-do' list. Seek feedback. LHS = RHS. Quod erat demonstrandum.

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“…The body, work, and emotions debate has previously addressed less tangible aspects of home life that appear in the workplace. For example, 'domestic skills' employed in the case of au pairs in the home context are also being pressed into the service of workplace profit through 'emotional,' 'affective,' and 'aesthetic' labour (Adkins and Lury 1999;Taylor and Tyler, 2000). Patricia McCarroll's highly original contribution is set firmly within the workplace, but draws in several aspects of home.…”

Section: The Home In Work and Organizational Lifementioning

confidence: 99%