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This article examines characterizations of resistance in learning and at work and provides an alternative interpretive position and empirical work concerning the productive role of the performance of resistance in learning and self‐development at work. Specifically in contrast with more traditional views of resistance as an obstacle or impediment to learning, I suggest that resistance can be read as a constructive and deconstructive process in which learners forge bridges between pasts and presents and emerge themselves as authorial participants in workplace change.
Jessica Berit Kindred (Fri,) studied this question.