Adult Learning最新文献_第7页

Emergency Distance Education Experiences of EFL Instructors and Students During the COVID-19 Pandemic 新冠肺炎疫情期间英语教师和学生的应急远程教育经验

IF 1.3

Adult Learning Pub Date : 2022-05-23 DOI: 10.1177/10451595221094075

Merih Ugurel Kamisli, Aylin Akinlar

引用次数: 4

Book Review: Rituals for Virtual Meetings: Creative Ways to Engage People and Strengthen Relationships 书评:《虚拟会议的仪式:吸引人们和加强关系的创造性方法》

IF 1.3

Adult Learning Pub Date : 2022-05-18 DOI: 10.1177/10451595221099569

Shannon A. B. Perry

引用次数: 1

Beginners: The Joy and Transformative Power of Lifelong Learning (Book Review) 初学者:终身学习的乐趣和变革力量(书评)

IF 1.3

Adult Learning Pub Date : 2022-05-11 DOI: 10.1177/10451595221089709

Tonkia T. Bridges

引用次数: 0

“I’ll Take Two Please … Sike”: Paying the Black Tax in Adult Education “请给我两个……”:支付成人教育中的黑人税

IF 1.3

Adult Learning Pub Date : 2022-04-28 DOI: 10.1177/10451595211069075

Edith Gnanadass, Daryl R. Privott, Dianne Ramdeholl, Lisa R. Merriweather

{"title":"“I’ll Take Two Please … Sike”: Paying the Black Tax in Adult Education","authors":"Edith Gnanadass, Daryl R. Privott, Dianne Ramdeholl, Lisa R. Merriweather","doi":"10.1177/10451595211069075","DOIUrl":"https://doi.org/10.1177/10451595211069075","url":null,"abstract":"We live in a society wherein anti-Black racism is pervasive. It infiltrates every aspect of life, including work life spaces. In spite of the recent call for higher education to become antiracist, a tall order for an institution literally and figuratively built on racist attitudes and behaviors, higher education continues to be a cesspool for racism. Literature is replete with stories of the toll working in such environments takes on Black and Brown people. Some have called it “The Black Tax.” Palmer and Walker (2020) riff off of Rochester’s (2018) popularization of the financial “Black Tax” to relate it to psycho-social realities of Black people. Palmer and Walker define it as “the psychological weight or stressor that Black people experience from consciously or unconsciously thinking about how White Americans perceive the social construct of Blackness” (para. 2). Black and Brown adult educators pay this tax multiple times in the course of working in academe and that tax is doubled when they teach subjects that center equity and social justice. This paper will share through dialogic reconstruction multivocal layered accounts of Black and Brown adult educators, each with a different positionality, but all who understand what it means to pay the Black tax in adult education. Working from a critical race lens, the authors engage in a collaborative evocative autoethnography to analyze their experiences with the impact of the Black tax on their role as adult education professors in higher education. We determined the following themes as salient to our Black Tax experience: A sick place, moving the line, bring me a rock, and weaponizing our power. Understanding how anti-Black racism operates is key to adult education as a discipline moving toward its ever-elusive goal of parity and justice and reflecting on its theories and practices that stymie those efforts.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83158941","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

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":null,"pages":null},"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":null,"pages":null},"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

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":null,"pages":null},"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

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