Teacher Learning in a Community of Practice: A Case Study of ...

The concept 'unemployment' was encountered, but John did not provide a full
explanation ofwhat the concept meant, nor did he check whether pupils did in fact
understand the concept. He also introduced the concept ofthe 'Unemployment Insurance
Fund' but provided a scant explanation ofhow the Fund worked or why it was set up.
The opportunity presented itselfto discuss the issue ofwhy unemployment benefits were
available to some classes ofworkers and not to others, but the opportunity was not
utilized. 4
John:
Pupil:
John:
Pupil:
John:
Pupil:
John:
Pupil:
Pupil:
John:
Pupil:
John:
Pupil:
John:
Pupil:
John:
Pupil:
John:
Pupil:
John:
Now when we talked about work, we talked about two types - paid work and
unpaid work. Do you work? (Points to a pupil).
No.
(points to another pupil) - Do you work?
Yes,
What work do you do?
Schoolwork.
She does school work - it must (emphasises) be work because every time the
teachers write in your report - work harder. So if I were to write 'work
harder' it means you are doing work, so you get paid work and unpaid work.
(class choruses). Give me an example of unpaid work.
Voluntary work.
Librarian.
(teacher smiles) Librarian? I think librarians get paid, but since your
mother is a librarian (laughs) maybe she doesn't get paid - she's a voluntary
worker?
No sir (pupil appears embarrassed).
Anyone else?
Helping in a hospital
Helping in a hospital, okay, just to cheer people up.
Ok, give me a few examples of paid professional work.
Teacher.
Teacher.
Lawyer.
Lawyer.
Class pupi I.
No.
Here, John failed to 'pin down' and articulate the 'economic' concept ofwork. He
accepted the literal, everyday meaning ofthe term 'work' and went as far as referring to
4 At that time, new government legislation on unemployment insurance for domestic workers had just been
passed.
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