Becoming Flexible: Self‐flexibility and its Pedagogies
批评了灵活性讨论中忽视个体层面的倾向，通过两个案例研究自我灵活性（反馈与个人可塑性、风险承担与体验式学习），分析员工如何通过自我反思和转变来保持就业能力及其性别影响。
Much of the debate on flexibility has remained at a stubbornly macro, demographic level without looking closely at individual attempts to become more flexible. This paper argues that the debate on flexibility has been dominated by attention to the structural side, looking at flexi‐time and part‐time contracting, for example, to the neglect of what we call self‐flexibility through self‐reflexivity and self‐transformation. The paper begins to redress this imbalance drawing upon two different cases which examine specific forms of self‐flexibility: feedback and personal malleability and risk‐taking through experiential learning. Drawing upon sociological research, we seek to examine critically the ways in which self‐flexibilities are taken up and pursued by employees in their attempts to remain employable and their gendered implications.