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The paper examines how unskilled work forms conditions for meeting the obligation to position oneself as an educable subject and engage in formal learning activities. Sensitivity to peoples’ work-life-experiences is necessary to understand their orientation toward different learning activities. The main argument is that participation research must abandon the notion of motivation as an individual attribute and apply a dialectic concept of learner identityacknowledging work-life as a pivotal space for learning and formation of identity. I outline how a work-life-historical approach combining a critical theoretical approach inspired by Salling-Olesen’s and Archer’s concepts of identity and concerns can contribute to an understanding of the relationship between work and learner identity.Through narrative work-life interviews I examine how engagement in unskilled work in small and medium sized Danish enterprises causes a multitude of different and ambiguous immediate experiences and concerns pivotal for the workers’ learner identities
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