Our understanding of workplace learning is shaped by four dominant discourses that may be labeled the discourses of design, demand, development and desire. Within these different discourses, understanding of workplace learning is shaped and bounded by particular assumptions about the "self in context," which includes the organizational contexts of particular institutions or corporations and the broader sociocultural contexts in which workplace learning and these organizations are embedded. Differing conceptions of workplace learning both shape and are shaped by differing understandings of the self that is engaged in the learning process. The discourse of design stresses specific products to be derived from the design and implementation of specific workplace learning activities and reflects a largely individualistic and causal perspective on the process of workplace learning. The discourse of demand focuses on motivational issues and broader organizational contexts neglected by the discourse of design. The discourse of development offers a more holistic perspective on the workplace and the self as worker in organizational contexts and emphasizes the learning organization and the interconnectedness of all aspects of organizational life, including individual workers' overall well-being and development. The discourse of desire represents postmodern and poststructuralist perspectives on workplace learning and addresses issues such as workers' alienation and disaffection. (Contains 40 references) (MN)