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James Gee - The New Work Order: Behind the Language of the New Capitalism

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This book presents a sociocultural approach to language, literacy, and learning that deals directly with the new work order and that integrates concern for schools with concern for workplaces. It helps readers to confront complex problems and to construct their own broader theories.

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The New Work Order Behind the Language of the New Capitalism The New Work - photo 1
The New Work Order
Behind the Language of the
New Capitalism
The New Work Order
Behind the Language of the
New Capitalism
James Paul Gee, Glynda Hull
and Colin Lankshear
The New Work Order Behind the Language of the New Capitalism - image 2
First published in Sydney, Australia 1996 by
Allen & Unwin Pty Ltd
Published 1996 by Westview Press
Published 2018 by Routledge
711 Third Avenue, New York, NY 10017, USA
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
Copyright James Paul Gee, Glynda Hull and Colin Lankshear, 1996
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.
Notice:
Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.
Library of Congress Cataloging-in-Publication
Data available upon request
Set in 10/12 Times by DOCUPRO, Sydney
ISBN 13: 978-0-8133-3261-1 (pbk)
Contents
To Samuel James Gee who was born
while this book was being written.
I am grateful to the following who have responded to, or inspired, my work on language, literacy, and the new capitalismthough they need bear no blame for its shortcomings: Courtney Cazden, Bill Cope, Norman Fairclough, Ian Falk, Aviva Freedman, Peter Freebody, Mary Kalantzis, Gunther Kress, Jay Lemke, Carmen Luke, Allan Luke, Peter Medway, Sarah Michaels, Martin Nakata, Peter OConnor, Hugh (Bud) Mehan and Jim Wertsch.
James Paul Gee
Special thanks to the graduate students and research partners par excellence whose work made the Silicon Valley chapters possible: Meg Gebhard, Mark Jury, Mira Katz, and Oren Ziv. Sincere thanks as well to the US agencies whose funding supported this research: the Spencer Foundation, the National Center for Research in Vocational Education, and the National Center for Research in Writing and Literacy. W. Norton Grubb and Sarah Warshauer Freedman lead these two research centers at Berkeley: much gratitude is due them for their long-term interest and guidance.
Glynda Hull
My thanks to Allan Levett for stimulating my interest in the new global economy, to the New Zealand Qualifications Authority for supporting allied research during 1992, and to QUTs Faculty of Education and members of its Adult and Workplace Education working party for helping put many ideas into everyday perspective. My enduring esteem, appreciation, and cario goes to my lifefriends in Monte Fresco, from whom I have acquired and learned more than anyone could reasonably expect from an educationeven in the school of life.
Colin Lankshear
The authors gratefully acknowledge permission to cite brief extracts from published works as follows:
from Mikhail Bakhtin by K. Clark and M. Holquist
Copyright 1984 by the President and Fellows of Harvard College
Reprinted by permission of the publishers.
from Bluebeard by Kurt Vonnegut
Copyright 1987 by Kurt Vonnegut
Reprinted by permission of Delacorte Press, a division of Bantam Doubleday Dell Publishing Group, Inc.
from The Fifth Discipline by Peter Senge
Used by permission of Random House Australia Pty Ltd.
from Students facing difficult job search by Barbara Carton
Reprinted courtesy of The Boston Globe.
from The laying off and laying out of the working stiff by David Nyhan
Reprinted courtsey of The Boston Globe.
from A High-Tech CEO Updated His View on Managing, Careers by Andy Grove
Copyright 1995 Time Inc. All rights reserved.
Used by permission of Fortune.
from Reengineering the Corporation: A Manifesto for Business Revolution by Michael Hammer and James Champy
Copyright 1993 by Michael Hammer and James Champy
Used by permission of HarperCollins Publishers.
from Reengineering Management by James Champy
Copyright 1995 by James Champy
Used by permission of HarperCollins Publishers.
from Workplace 2000: The Revolution Reshaping American Business
by J.H. Boyett and H.P. Conn
Copyright 1992 by J.H. Boyett and H.P. Conn
Reprinted with permission of the authors.
Change is a leading motif of our times. A new world is being born, dominated by a new global capitalism sometimes called post-capitalism now that visible socialist alternatives appear to have collapsed. It is a world fuelled by fiercer competition than ever before and by unprecedented high technology. It is a world, too, that ought to concern all of us, not just those in business or concerned with economics. And so we threeall people primarily concerned with language, learning, and literacyturn our attention here to the new work order of the new capitalism. In the pages that follow we investigate the new work order and how it impacts on the social practices of language, learning and literacyand they on it. We look at how human lives, human identities, and human possibilities are shaped and circumscribed within our distinctly new times. And we ask how education may help prepare us for tackling the deep challenges and problems generated by the new capitalism.
Before we say why we wrote this book and who we hope reads it, let us turn briefly to the question: How did this new world come to be? The short account (Madrick 1995) is this. Starting in the nineteenth century, and going well into the twentieth, the United States built itself into the worlds dominant economic power thanks to its space and natural resources, its huge internal market, its mastery of mass production, and its growing global power. After World War II other developed countries began for the first time to compete seriously with the United States, using its own favored methods, namely standardization and mass production. Increasingly, however, fierce competition for markets and, yet more importantly, scientific and technological advances led to the fragmentation of the mass market into a myriad of sub-markets or niche markets.
Technological changes allowed goods to be customized while still being produced in large numbersthat is, to be dovetailed into the (often newly created) identities of specific types of consumers. And there was no shortage of competitors wanting to create and enter these niche markets as a new form of competitive advantage. In the act, they initiated the decline of the mass market and the business strategies that went with it. So-called mass customization loses some of the advantages of scope (of the market) and scale (of production) of the old mass market and leads, after a while, to less or at least harder earned profit. At the same time, social, political, and technological changes allowed far more people and countries to compete with each other for the same jobs and the same markets. Finally, increased information has allowed consumers, at least in the developed world, to take full advantage of the competition, driving each competitor to produce the highest quality for the best price, or see their business go elsewhere. In the end, the big (mass market) pieformerly controlled by the United Stateshas been cut into ever smaller pieces with ever fiercer competition over each piece.
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