The purpose of this paper is to look at workplace learning through research into sociology of work. It explores the “learning discourse” at work place level looking for possibilities to oppose learning.
This paper is based on case studies conducted at six workplaces. The data on the cases include interviews and observation and three of the cases can be characterized as being based on action research.
In light of the case studies, learning at workplaces shows up as action and discourse that is quite interest‐laden and contested. Employers demand learning but employees find ways to oppose these demands.
In the planning of measures that support workplace learning it is important to identify general structures and trends of working life, as well as the different interests at the workplace. In this way, a situation can be avoided in which adult educators and their activities are used as weapons in campaigning for some groups' interests.
The article's distinctive feature lies in its critical approach to workplace learning through in‐depth data sets. It explores further so‐called positive learning discourse and its implications at different kind of workplaces and to different kind of personnel groups.
