ABSTRACT
Proponents o f the learnin g organizatio n hav e argue d tha t thi s concep t wa s
developed t o hel p organization s mee t th e competi t iv e demand s o f th e globa l
market-place an d th e n e w informat io n ag e (Seng e 1990 , Watk in s an d
M a r s i c k 1993) . A l t h o u gh this corporate rhetori c ca n be persuasive , i t can als o
be problematic . Som e t roubl in g facet s o f the learnin g organizatio n involv e
the unquest ione d acceptanc e o f th e demand s o f a globa l economy , w h i c h
equates product iv i ty w i th model employee s an d 'smart ' workers (Kinche lo e
1995). As But le r asserts :
[Discourses o f learning, and especially learning for work, are colonized by th e dominant discours e o f globalization and its discursive practices associated with global competitiveness an d late capitalism. Such a stance calls into question th e discursive interconnections betwee n globalization , the changin g nature, organization, management and distribution of work (and workers) an d the knowl - edge practices an d pedagogie s associate d wit h learning/work' (1998 : 70) .
