By applying a life historical approach based on a dialectical concept of experience,
researchers within the field of work and learning, lifelong learning and participation
research will be able to examine how orientations toward learning activities are situated
in and conditioned by engagement in specific historical work practises. Thus new
insight into how engagement in unskilled work provides certain (and maybe relatively
poor) conditions for positioning one's self as an educable subject and engage in adult
education and training can be achieved.