Work-based Learning
The journal Scope (Work-based Learning) focuses on contemporary research in assessment of prior learning, learning in, for, and about work, and professional practice. It is concerned with critical debate about practice, theory, and history, and their relationships as manifested in the experiences of learners, practitioners, and researchers in work-based learning and professional practice.
ISSN (hardcopy): 2703-6227, ISSN (online): 2703-6235
Call for Papers: Scope: Work-based Learning 9, Theme: Whose Knowledge, Whose Voice? Power, Practice, and Learning Through Work
Workplaces are sites where knowledge is created, applied, negotiated, and sometimes excluded. Whose experience counts, who can speak, and which forms of evidence are recognised shape practice, workplace culture, organisational change and community life. We invite contributions exploring knowledge, voice, and power in learning through work. What remains hidden, unheard or taken for granted? How does inquiry reshape practitioners, workplace relationships and cultures? How might voice and choice strengthen agency, accountability and collective action?
We welcome practitioner research, case studies, visual essays, reflective accounts, and personal narratives from health, engineering, policy, business, community practice, education and other fields. At its heart, this issue asks how knowledge and voice shape what people can do, who they may become, and what they are able to change through work.
Submissions to Rachel McNamara (Editor) and Henk Roodt (Editor) by 30 April 2027.
Email: Rachel McNamara (Editor) and Henk Roodt (Editor)
Editors: Rachel McNamara and Henk Roodt
Rachel McNamara is a learning facilitator in the College of Work Based Learning at Te Kura Matatini ki Otago Otago Polytechnic. She has previously worked in schools as a teacher, a leader, a curriculum design specialist, and in adult learning when she worked at Tatai Aho Rau CORE Education, leading professional learning for educators. She promotes inclusive and reflective practice, has worked in the coaching and mentoring area for many years, and is also accredited by the Ministry of Education to assist those wishing to develop their cultural capabilities and digital technology learning. https://orcid.org/0009-0004-9702-0661
Henk Roodt
Jan Hendrik (Henk) Roodt (https://orcid.org/0000-0001-5250-8066; https://www.linkedin.com/in/drjanroodt) is an applied innovation educator, systems thinker, and practice-led researcher based in Dunedin, New Zealand. His work connects workplace-based learning, professional practice, learner agency, transdisciplinary inquiry, systems modelling, and the ethical use of AI in higher education. He facilitates and assesses undergraduate, master’s, and doctoral learning and supervises practitioner research across diverse professional settings.
Philosophical position: Transdisciplinarian pragmatist. https://orcid.org/0000-0001-5250-8066