Adult Learning最新文献_第7页

Utilizing Autoethnography Within a Course Structure to Support Developing Scholars 在课程结构中利用自我民族志来支持发展中的学者

IF 1.3

Adult Learning Pub Date : 2022-04-28 DOI: 10.1177/10451595211060080

Carol A. Olszewski, Keli P. Pontikos, Kyle A. Znamenak, Matthew L. Selker, Toni M. Paoletta, Karrie A. Coffman, Catherine A. Hansman

{"title":"Utilizing Autoethnography Within a Course Structure to Support Developing Scholars","authors":"Carol A. Olszewski, Keli P. Pontikos, Kyle A. Znamenak, Matthew L. Selker, Toni M. Paoletta, Karrie A. Coffman, Catherine A. Hansman","doi":"10.1177/10451595211060080","DOIUrl":"https://doi.org/10.1177/10451595211060080","url":null,"abstract":"Developing scholars sometimes struggle to situate their own position in the research and to comprehend how that affects their attitudes and behaviors. They frequently experience imposter syndrome and feelings of inadequacy, which lead to anxiety toward the research and publication processes. This paper presents a method for incorporating collective autoethnography into a graduate course context, aiming to demystify such processes and to cultivate scholarly identity. The doctoral students in a graduate seminar agreed to journal following course meetings. Following completion of the course, the journal entries were compiled. This compilation was reviewed and reflected on by each member individually, and then the group met to collectively discuss the data. Since that initial study, the developing scholars have elected to continue their work together, with each member continuing to benefit from additional scholarship creation, continued peer mentorship, and a supportive group in which to continue to develop scholarly identity. Brief reflections by the authors illustrate their experiences. Through this collective work, the journals resulting in the autoethnography empowered students to understand their positionality and intersectionality, resulting in rich and layered autoethnographic accounts of learning. Through their interests in the jointly conducted project, students gained a sense of authority and position from which to analyze their growing knowledge and identities as scholars.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"34 1","pages":"82 - 88"},"PeriodicalIF":1.3,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76630270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Autoethnographic Reflection of Adult Learning and Paternal Grief 成人学习与父亲悲伤的自我民族志反思

IF 1.3

Adult Learning Pub Date : 2022-04-28 DOI: 10.1177/10451595221074731

Rob E. Carpenter

{"title":"An Autoethnographic Reflection of Adult Learning and Paternal Grief","authors":"Rob E. Carpenter","doi":"10.1177/10451595221074731","DOIUrl":"https://doi.org/10.1177/10451595221074731","url":null,"abstract":"This study examined my experience as a doctoral student following the death of my son. The focus of this research is on the interaction of paternal grief and adult learning in the context of higher education. The central emphasis seeks to offer existential bearing to the interplay between the narrative identities of adult learner and paternal griever that is seldom considered in combination for adult learning scholarship. I employed the reflexive process of autoethnography through free writing and review of personal journals. I used the analytical lens of a dialogical narrator who held two opposing I-positions of the self, adult learner and grieving father. This methodological approach allowed the pursuit of adult learning to emerge into a position that promoted reorganization of my grief, bridging the divergence of loss and gain. This study placed focus on the dialogical I-positions of self as a vector for growth. The novelty of this research is the placement of andragogical considerations in adult learning following paternal grief. These considerations have capacity to endorse the paternal griever I-position to begin understanding grief transition through pursuit of knowledge. Characterizing the embodied transition is central to the bereavement process. Bringing the transition into dialogue with adult learning can provide educators with enhanced instructional precision when planning and conducting learning activities in a grief environment.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"71 1","pages":"71 - 81"},"PeriodicalIF":1.3,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85923513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The Super-vision of Autoethnographic Dissertation Studies: Transformative Stories of the Supervisor and the Supervised Revealed 自我民族志论文研究的监督:导师和被导师揭示的变革故事

IF 1.3

Adult Learning Pub Date : 2022-04-28 DOI: 10.1177/10451595211059568

E. Tisdell, Gina C. Whalen, Mira Johnson

引用次数: 0

Shorthand for Racism: Grade-Level Equivalencies and Everyday Anti-Blackness in Adult “Basic” Education 种族主义简写:成人“基础”教育中的年级对等和日常反黑人

IF 1.3

Adult Learning Pub Date : 2022-04-28 DOI: 10.1177/10451595211055719

Amy Pickard

引用次数: 0

Advances in Autoethnography and Narrative Inquiry Edited by Tony E. Adams, Robin M. Boylorn, and Lisa M. Tillmann 托尼·e·亚当斯、罗宾·m·博伊洛恩和丽莎·m·蒂尔曼主编的《自我民族志与叙事探究进展》

IF 1.3

Adult Learning Pub Date : 2022-04-28 DOI: 10.1177/10451595221086744

Elizabeth Golba

引用次数: 0

The Voices of Adult Education 成人教育之声

IF 1.3

Adult Learning Pub Date : 2022-04-28 DOI: 10.1177/10451595221091533

Carol Rogers-Shaw, Lilian H. Hill, Davin J. Carr-Chellman

{"title":"The Voices of Adult Education","authors":"Carol Rogers-Shaw, Lilian H. Hill, Davin J. Carr-Chellman","doi":"10.1177/10451595221091533","DOIUrl":"https://doi.org/10.1177/10451595221091533","url":null,"abstract":"This special issue is the result of an invitation sent by the co-editors of Adult Learning to adult education learners, researchers, and practitioners to share their stories in autoethnographic narratives that reveal their experiences and knowledge of adult education classrooms, research settings, community organizations, and other arenas. Autoethnography “seeks to describe and systematically analyze (graphy) personal experience (auto) in order to understand cultural experience (ethno)” (Ellis et al., 2011, para. 1). The articles in this issue set personal stories within an adult education context, making connections between the theory and practice of the field. Our goals for the special issue were (a) to contribute a clear understanding of autoethnography as method and methodology and (b) to portray its adoption in adult learning and education. Autoethnography embraces the researcher’s experiences (Ellis et al., 2011), while the author approaches their experiences analytically, informed by the research literature and using theoretical and methodological tools. Autoethnographers create a narrative that can be a relational learning experience for the writer, the story participants, and the readers. Narrative is a source of wisdom, a way of communicating, an inquiry process, a tool for sharing knowledge, and a way of being and becoming. People learn by listening to stories, telling stories, and understanding the stories of which we are a part. Stories are powerful and engaging as they appeal to readers on a basic human level. Narrative learning has a place in adult learning because stories enable us to make meaning out of our experiences and lives (Bochner & Ellis, 2016a, 2016b; Clark, 2010; Clark & Rossiter, 2008; Rogers-Shaw, 2020). Meaning making is central to adult learning (Merriam & Baumgartner, 2020). Autoethnography appeals to “students and seasoned scholars whose personal connection to “ ADULT EDUCATION’S","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"271 2 1","pages":"47 - 50"},"PeriodicalIF":1.3,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78454260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Adult Learning as Metamorphosis and Popular Education for Lesbian, Gay, Bisexual, Transgender/Gender Diverse, and Queer+ Equality: The Story of Leonard Matlovich 成人学习的蜕变和女同性恋、男同性恋、双性恋、跨性别/性别多样化、酷儿+平等的大众教育:伦纳德·马特洛维奇的故事

IF 1.3

Adult Learning Pub Date : 2022-04-20 DOI: 10.1177/10451595221084413

Trevor G. Gates, Dyann Ross, Bindi Bennett

{"title":"Adult Learning as Metamorphosis and Popular Education for Lesbian, Gay, Bisexual, Transgender/Gender Diverse, and Queer+ Equality: The Story of Leonard Matlovich","authors":"Trevor G. Gates, Dyann Ross, Bindi Bennett","doi":"10.1177/10451595221084413","DOIUrl":"https://doi.org/10.1177/10451595221084413","url":null,"abstract":"Critical events in Leonard Matlovich’s life depict a reluctant activist for lesbian, gay, bisexual, transgender/gender diverse, and queer+ (LGBTQ+) equality. He served in the US military and subsequently came to personify the broad social challenges to the military’s homophobic culture and recruitment practices. Matlovich’s experience of a series of life metamorphoses made a difference beyond the individual. His example inspired multitudes of other concerned citizens in how to undertake their metamorphoses to challenge institutionalized homophobia. Breakthrough learning experiences in Matlovich’s life are presented to explore and refine aspects of transformative learning theory by applying Jane Martin’s metamorphosis model. The learning nexus between individuals and society is shown to be a dynamic interaction where both aspects of Matlovich’s story and his influence are explored in the context of today’s LGBTQ+ equality struggles. The article shows the conducive personal and societal conditions that enabled his various metamorphoses as whole-of-individual identity and sociocultural crossings toward transformational change. Additionally, the implications of Martin’s educational metamorphosis are discussed. Adult educators are encouraged to emphasize learning located in the learner’s life circumstances, exemplary case studies to inspire cultural crossings against injustice, and transformations as being about grasping in situ learning opportunities in the cross-influence between the whole person and their socio-historical context. Matlovich’s experiences show how relevant dimensions of Martin’s theoretical approach, coupled with support from allies, can contribute to personal agency and can build a groundswell of learning needed to support activism for social justice movements.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"44 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87549952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Book Review: Designing the Online Learning Experience: Evidence-Based Principles and Strategies 书评:设计在线学习体验:基于证据的原则和策略

IF 1.3

Adult Learning Pub Date : 2022-03-31 DOI: 10.1177/10451595221084411

L.-M. Kaiser

引用次数: 7

Older Adults in Adult Learning 1989–2020: A Literature Review 1989-2020年成人学习中的老年人:文献综述

IF 1.3

Adult Learning Pub Date : 2022-03-28 DOI: 10.1177/10451595221077464

Lisa M. Baumgartner, Bora Jin, Junghwan Kim

引用次数: 0

A Trauma-Informed Inquiry of COVID-19’s Initial Impact on Adult Education Program Administrators and Instructors in the United States COVID-19对美国成人教育项目管理员和教师的初步影响的创伤知情调查

IF 1.3

Adult Learning Pub Date : 2022-03-02 DOI: 10.1177/10451595211073724

David A. Housel

{"title":"A Trauma-Informed Inquiry of COVID-19’s Initial Impact on Adult Education Program Administrators and Instructors in the United States","authors":"David A. Housel","doi":"10.1177/10451595211073724","DOIUrl":"https://doi.org/10.1177/10451595211073724","url":null,"abstract":"The COVID-19 pandemic has had a profound impact on adult education programs globally, transforming in-person operations to distance, online enterprises often overnight. Many administrators, instructors, and program staff have been inordinately burdened physically, economically, and socially by the pandemic in ways that could be considered traumatic. The pandemic has also revealed how the insufficient access to educational technology and limited digital literacy has affected program administrators, instructors, and adult students alike. Can the pandemic create the opportunity to elevate adult learning and restructure existing policies and practices moving forward? To grapple with the answers to this question, this exploratory qualitative study sought the perspectives and insights of program administrators and instructors in adult education programs in the northeastern United States. Through an online, mostly open-ended questionnaire, self-reflections of lessons learned were analyzed through a trauma-informed lens (Gross, 2020). Through multiple rounds of coding, the following themes emerged: (1) balancing multiple stressors; (2) coping with pandemic uncertainty; and (3) addressing virtual classroom engagement, remote work, and the digital divide. Recommendations for modifying preservice preparation and ongoing professional development and making programmatic policies and instructional practices that promote distance teaching/learning and digital literacy in more trauma-responsive and inclusive ways were proposed as were areas for future research.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"38 1","pages":"68 - 78"},"PeriodicalIF":1.3,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74692523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3