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It analyzes why geographically dispersed workers must connect through shared worlds and how written texts link local sites to global knowledge-production discourses. The study foregrounds workplace educators’ textual work in producing “working knowledge,” arguing that standardizing language practice across institutions mediates local and global discourses and carries political implications.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/knowing-a-world-in-common-the-role-of-workplace-educators-in-the-global-production-of-working-knowledge/593410/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/knowing-a-world-in-common-the-role-of-workplace-educators-in-the-global-production-of-working-knowledge/593410.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-26","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What challenge does the paper address about workplace learning and education in global economies?","Question",{"text":112,"@type":113},"It focuses on how workplace learners and educators create a world “in common” during engagement with global economies, despite differences in context and discourse.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why are written texts important in connecting local workplaces to global knowledge production?",{"text":117,"@type":113},"Written texts connect individual local sites to broader global discourses, enabling workplace knowledge to be produced and mediated across distances.",{"name":119,"@type":110,"acceptedAnswer":120},"What critical role do workplace educators play in producing “working knowledge”?",{"text":121,"@type":113},"A key dimension is standardizing language practice across institutions at a global scale, mediating local and global discourses to produce and use working knowledge.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593410,1792187351,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Knowing a World in Common: The Role of Workplace Educators in the Global Production of Working Knowledge  \nLesley Farrell  \nMonash University  \nAbstract  \nIn this paper I am concerned with the challenge workplace learners and educators face, as they engage with global economies, to create ‘a world in common as . . . known in common’(Smith 1999) . I focus first on why global companies need their geographically dispersed workers to engage with a world ‘in common’, and how they go about constructing such a world. I pay particular attention to the role of written texts in connecting individual local sites with global discourses of knowledge production. Next, I explore the roles that workplace educators play in producing and interpreting the written texts of contemporary workplaces to produce ‘working knowledge’. I develop the argument that a critical dimension of the work of many workplace educators is the standardisation of language practice across institutions on a global scale, mediating local and global discourses to produce and use working knowledge. Finally, I discuss the political implications of the textual work that workplace educators undertake.  \nKnowledge and community  \nKnowledge, thus conceived, is always in time, always in action, among people, and always potentiates a world in common as, once again, known in common. This account of knowledge and telling the truth represents [them . . . as](them . . . as) dialogic sequences of action in which the coordinating of divergent consciousness is mediated by the world they can find in common. (Smith 1999, p. 127)  \nDebate about the importance of knowledge production and diffusion in what is popularly known as the Knowledge Economy sometimes seems to imply that  \nThe Australian Educational Researcher, Volume 30, Number 1, April 2003 •3  \nknowledge is a fixed and unambiguous commodity, and the problem for nations, corporations, workers and workplace educators is to find ways to produce more of it. In this paper I am interested in exploring the role of workplace educators in mediating and regulating the production of working knowledge. It seems to me, however, that we get further in understanding the role of workplace educators in the global production of knowledge if we begin by acknowledging that, far from being unambiguous, what ‘counts’ as knowledge, in the workplace and in global economies, is always contested and negotiated.  \nSmith’s conceptualisation of knowledge as ‘always in time’ and ‘always in action, among people’ invites us to think about knowledge as highly contextualised, dynamic social action. A feature of all social activity is that it brings together people with different experiences, different hopes and expectations, different ways of viewing the world and different ways of talking about it. It demands that diverse participants find or create a (more or less transitory)‘world in common’.  \nVery often, and especially when we are separated by space and time, we do this with words. The words we use to create worlds in common are not, however, common words. They have distinctive histories and locations in our own local or particular discourses. Bakhtin (1981) refers to this phenomenon as ‘dialogic heteroglossia’, drawing attention to the ways that discourses, and people, struggle with each other over what words mean. Words might seem familiar and stable but their meanings are always subtly shaped by the new contexts in which they are voiced. Words may find new meaning in new contexts, but those new meanings are always historically inflected. When we try to find a world in common (or when we try to generate a new community) so that we might generate new knowledge, we tend to do this with words. In transitory global communities, written texts play an important role in producing and mediating knowledge in workplaces, and workplace educators play an important, but largely invisible, role in mediating and regulating workplace texts.  \nThe dominant framework for thin","cbCainYJZ2mB8Gyj","https://ap.wps.com/l/cbCainYJZ2mB8Gyj","pdf",72881,16,"English","# Abstract\n## Knowledge and community\n## Mediation through written texts\n## Communities of practice\n## Corporate knowledge management programs","[{\"question\":\"What challenge does the paper address about workplace learning and education in global economies?\",\"answer\":\"It focuses on how workplace learners and educators create a world “in common” during engagement with global economies, despite differences in context and discourse.\"},{\"question\":\"Why are written texts important in connecting local workplaces to global knowledge production?\",\"answer\":\"Written texts connect individual local sites to broader global discourses, enabling workplace knowledge to be produced and mediated across distances.\"},{\"question\":\"What critical role do workplace educators play in producing “working knowledge”?\",\"answer\":\"A key dimension is standardizing language practice across institutions at a global scale, mediating local and global discourses to produce and use working knowledge.\"}]","Knowing a World in Common - The Role of Workplace Educators in the Global Production of Working Knowledge | PDF",1792077208]