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Identity and Lifelong Learning in Higher Education by Jo Ann Gammel,Sue L. Motulsky,Amy Rutstein-Riley Pdf
Learning and identity development are lifetime processes of becoming. The construction of self, of interest to scholars and practitioners in adult development and adult learning, is an ongoing process, with the self both forming and being formed by lived experience in privileged and oppressive contexts. Intersecting identities and the power dynamics within them shape how learners define themselves and others and how they make meaning of their experiences in the world. I Am What I Become: Constructing Identities as Lifelong Learners is an insightful and diverse collection of empirical research and narrative essays in identity development, adult development, and adult learning. The purpose of this series is to publish contributions that highlight the intimate connections between learning and identity. Our aim is to promote reflection and research at the intersection of identity and adult learning at any point across the adult lifespan and in any space where learning occurs: in school, at work, or in community. The series aims to assist our readers to understand and nurture adults who are always in the process of becoming. Adult educators, adult development scholars, counselors, psychologists, and sociologists, along with education and training professionals in formal and informal learning settings, will revel in the rich array of qualitative research designs, methods, and findings as well as autobiographies and narrative essays that transform and expand our understanding of the lived experience of people both like us and unlike us, from the U.S. and beyond. Volume One, Identity and Lifelong Learning in Higher Education, contains chapters by and about post-secondary educators and students. Together these chapters enhance our understanding of the inextricable link between learning and identity.
Identity and Lifelong Learning by Sue L. Motulsky,Jo Ann Gammel,Amy Rutstein-Riley Pdf
Learning and identity development are lifetime processes of becoming. The construction of self, of interest to scholars and practitioners in adult development and adult learning, is an ongoing process, with the self both forming and being formed by lived experience in privileged and oppressive contexts. Intersecting identities and the power dynamics within them shape how learners define themselves and others and how they make meaning of their experiences in the world. The series, I Am What I Become: Constructing Identities as Lifelong Learners, is an insightful and diverse collection of empirical research and narrative essays in identity development, adult development, and adult learning. The purpose of this series is to publish contributions that highlight the intimate and intricate connections between learning and identity. The series aims to assist our readers to understand and nurture adults who are always in the process of becoming. We hope to promote reflection and research at the intersection of identity and adult learning at any point across the adult lifespan. The rich array of qualitative research designs as well as autobiographic and narrative essays transform and expand our understanding of the lived experience of people both like us and unlike us, from the U.S. and beyond. Identity and Lifelong Learning: Becoming through Lived Experience, Volume Two of the series, focuses on identity and learning within informal settings and life experiences. The contributions showcase the many ways that identity development and learning occur within cultural domains, through developmental and identity challenges or transitions in career or role, and in a variety of places from assisted living facilities to makerspaces. These chapters highlight identity and learning across the adult lifespan from millennials and emerging adults to midlife and older adults. The authors examine cultural, relational and social identity exploration and learning in international contexts and within marginalized communities. This volume features phenomenological and ethnographic qualitative studies, autoethnographies, case studies, and narratives that engage the reader in the myriad ways that adult development, learning, and identity connect and influence each other. Praise for: Identity and Lifelong Learning: Becoming Through Lived Experience "We all pay lip service to the importance of lifelong learning, but what is it exactly and how does it come about? The connections between identity and learning are intriguing and complex, especially when it comes to adult learners. In this very thoughtfully organized collection, researchers present qualitative and narrative studies, along with personal narratives, to explore identity development in formal and informal learning environments. Contributions from varied cultural contexts, most with powerful and moving stories to tell, provide insight into how identity, meaning-making, and adult learning and development intersect and influence each other. Psychologists, scholars and educators interested in identity development and meaning-making will find inspiration and fresh understanding in this innovative and enlightening series." Ruthellen Josselson Author of Paths to Fulfillment: Women’s Search for Meaning and Identity "This innovative series on adult development is inspiring and substantive. We hear voices from the margins and stories of courage. We read identity-formation narratives by young adults and experienced professionals who share impressive capacities for transparency, vulnerability, and self-reflection. Many of the narratives are embedded in rigorous qualitative research that highlights diverse ways that identity is shaped through social positionality, lived experience, the quest for individuation, and willingness to encounter life as a dynamic learning process." Jared D. Kass, Lesley University Author, of A Person-Centered Approach to Psychospiritual Maturation: Mentoring Psychological Resilience and Inclusive Community in Higher Education
Narratives on Becoming by Emilie Clucas Leaderman,Jennifer S. Jefferson,Jo Ann Gammel,Sue L. Motulsky,Amy Rutstein-Riley Pdf
Learning and identity development are lifetime processes of becoming. The construction of self, of interest to scholars and practitioners in adult development and adult learning, is an ongoing process, with the self both forming and being formed by lived experience in privileged and oppressive contexts. Intersecting identities and the power dynamics within them shape how learners define themselves and others and how they make meaning of their experiences in the world. The series, I Am What I Become: Constructing Identities as Lifelong Learners, is an insightful and diverse collection of empirical research and narrative essays in identity development, adult development, and adult learning. The purpose of this series is to publish contributions that highlight the intimate and intricate connections between learning and identity. The series aims to assist our readers to understand and nurture adults who are always in the process of becoming. We hope to promote reflection and research at the intersection of identity and adult learning at any point across the adult lifespan. The rich array of qualitative research designs as well as autobiographic and narrative essays transform and expand our understanding of the lived experience of people both like us and unlike us, from the U.S. and beyond. Narratives on Becoming: Identity and Lifelong Learning, Volume Three of the series, explores a myriad of ways that authors’ personal and professional growth has influenced identity development. These chapters provide insights into the intersectional identities and learning of writers. Drawing from the multiple paths that comprise the journey of lifelong learning, these authors present powerful stories that identify the ways relationships, environments, culture, travel, and values shape their identities; use literacy, teaching, and learning as vehicles for experimenting with new identities, negotiate multiple identities, contexts, and transitions involved in becoming, and construct meaning. Through their narrative essays and ethnographic/autobiographical accounts, the authors in this volume illuminate the power of transformational learning during life-changing events and transitions. Praise for: Narratives on Becoming: Identity and Lifelong Learning "The third volume in the I Am What I Become series, Narratives on Becoming: Identity and Lifelong Learning invites readers into the lives of educators from around the world. This book includes important narratives from students, secondary educators, and post-secondary educators alike, highlighting how race, class, gender, and a wide range of other intersectional identities shape the diverse lived experiences of educators and their students. This volume also serves as an important reminder for all of us that the learning process continues across a lifetime and transcends the limits of the traditional classroom." Brian Bicknell, President Manchester Community College "We all pay lip service to the importance of lifelong learning, but what is it exactly and how does it come about? The connections between identity and learning are intriguing and complex, especially when it comes to adult learners. In this very thoughtfully organized collection, researchers present qualitative and narrative studies, along with personal narratives, to explore identity development in formal and informal learning environments. Contributions from varied cultural contexts, most with powerful and moving stories to tell, provide insight into how identity, meaning-making, and adult learning and development intersect and influence each other. Psychologists, scholars and educators interested in identity development and meaning-making will find inspiration and fresh understanding in this innovative and enlightening series." Ruthellen Josselson, Author Paths to Fulfillment: Women’s Search for Meaning and Identity "This innovative series on adult development is inspiring and substantive. We hear voices from the margins and stories of courage. We read identity-formation narratives by young adults and experienced professionals who share impressive capacities for transparency, vulnerability, and self-reflection. Many of the narratives are embedded in rigorous qualitative research that highlights diverse ways that identity is shaped through social positionality, lived experience, the quest for individuation, and willingness to encounter life as a dynamic learning process." Jared D. Kass, Lesley University, Author, A Person-Centered Approach to Psychospiritual Maturation: Mentoring Psychological Resilience and Inclusive Community in Higher Education
This book highlights the issues of access, learning careers and identities in a diverse range of educational settings with diverse groups of adult students across Europe. Much of the work in this book illuminates these issues through the voices of adult students and adult educators and illustrates the rich variety of practice and context of adult education in Europe. It draws on the work of scholars from across Europe within the framework of the European Society for Research on the Education of Adults (ESREA). The chapters include examples and discussions of access, learning careers and identity in the context of higher and further education, the workplace, and prisons. The reader will see how structure and agency interplays and interacts in developing, or not, the learning careers and identities of adult students and adult educators. The book will appeal to researchers and educators in adult education, other professionals in associated fields and policy makers.
Reconstructing the Lifelong Learner by Clive Chappell,Carl Rhodes,Nicky Solomon,Mark Tennant,Lyn Yates Pdf
How is adult learning used to produce personal, organisational and social change? This interesting examination of adult learning for change illustrates through diverse case studies and theoretical perspectives that personal change is inextricably linked to broader organisational and social change. The authors explore how theorising education as a vehicle for self-change is relevant to the practices of educators, learning specialists and others concerned with promoting learning for change. The book examines the relationship between pedagogy, identity and change, and illustrates this through a range of case studies focusing on the following: * Self-help books * Work-based learning * Corporate culture training * AIDS education * Gender education * Sex offender education. A concluding chapter discusses how writing an academic text is itself a pedagogical practice contributing to the identities of authors. This unique text will be of interest to students of education, sociology, cultural studies and change management as well as teachers, educators and professionals involved in lifelong learning or change management in any way.
Transformative Learning and Identity by Knud Illeris Pdf
In the current ever changing world – the liquid modernity – the most pressing psychological challenge to all of us is to create and maintain a personal balance between mental stability and mental flexibility. In Transformative Learning and Identity Knud Illeris, one of the leading thinkers on the way people learn, explores, updates and re-defines the concept and understanding of transformative learning while linking the concept of transformative learning to the concept of identity. He thoroughly discusses what transformative learning is or could be in a broader learning theoretical perspective, including various concepts of learning by change, as opposed to learning by addition, and ends up with a new, short and distinct definition. He also explores and discusses the concept of identity and presents a general model depicting the complexity of identities today. Building on the work of Mezirow, various perspectives of transformative learning are analysed and discussed, including; transformative learning in different life ages; progressive and regressive transformations; motivation and identity defence; development of identity; personality and competence, and transformative learning in school, education, working life, and in relation to current and future life conditions. This vital new book by one of the leading learning theorists of our time will prove of lasting interest to academics, teachers, instructors, leaders and researchers in the field of adult learning and education. It will also appeal to many students and researchers of psychology and sociology in general.
Identity Trajectories of Adult Second Language Learners by Cristiana Palmieri Pdf
This book explores the motivations of adult second language (L2) learners to learn Italian in continuing education settings in Australia. It focuses on their motivational drives, learning trajectories and related dynamics of identity development triggered by the learning process. Central to the study are adult L2 learners, who are still a largely under-researched and growing group of learners, and readers will gain a better understanding of the learning process of this specific group of learners and ideas for sustaining L2 adult learning motivation in continuing education settings. Furthermore, the book discusses the role played by the Italian migrant community in Australia in making Italian a sought-after language to learn. It explores how a migrant community may influence motivation, and highlights and expands on the notion of L2 learning contexts, showing the existence of sociocultural environments where second language learning trajectories are affected by the presence of migrant groups.
Identity and Resistance in Further Education by Pete Bennett,Rob Smith Pdf
In recent years, Further Education has reached a crossroads, with questions being asked about its function, aims and focus, as well as querying the role of the FE teacher, the key aspects of the curriculum and which values should inform FE pedagogy. Identity and Resistance in Further Education explores these questions and effectively conveys the sense of uncertainty that those in the field are experiencing today. Connecting Higher Education and FE practitioners and researchers, the book gathers a collection of essays covering a range of topics, including: the journey from student to teacher, critical reflective practice as a way of organising identity, values-based teacher education and policy critique. In keeping with the themes of resistance and creativity, the chapters draw on a wide range of theoretical, as well as literary, perspectives to offer answers. Problematising relationships between the teacher and the institution and the teacher and government, the book argues that the profound challenge to teachers’ values and identities finds its response in a critical collegiality. This book will be of great interest to academics, researchers and postgraduate students engaged in the study of further education, educational policy and teacher education. It should also be essential reading for practitioners and policymakers.
Identity, Community, and Learning Lives in the Digital Age by Ola Erstad,Julian Sefton-Green Pdf
Recent work on education, identity and community has expanded the intellectual boundaries of learning research. From home-based studies examining youth experiences with technology, to forms of entrepreneurial learning in informal settings, to communities of participation in the workplace, family, community, trade union and school, research has attempted to describe and theorize the meaning and nature of learning. Identity, Community, and Learning Lives in the Digital Age offers a systematic reflection on these studies, exploring how learning can be characterized across a range of 'whole-life' experiences. The volume brings together hitherto discrete and competing scholarly traditions: sociocultural analyses of learning, ethnographic literacy research, geo-spatial location studies, discourse analysis, comparative anthropological studies of education research and actor network theory. The contributions are united through a focus on the ways in which learning shapes lives in a digital age.
Identity and Second Language Learning by Miguel Mantero Pdf
This collection of research has attempted to capture the essence and promise embodied in the concept of “identity” and built a bridge to the realm of second language studies. However, the reader will notice that we did not build just one link. This volume brings to light the diversity of research in identity and second language studies that are grounded the notions of community, instructors and students, language immersion and study abroad, pop culture and music, religion, code switching, and media. The chapters reflect the efforts of contributors from Canada, Japan, Norway, New Zealand, the United Arab Emirates, and the United States who performed their research in the countries just mentioned and in other regions around the world. Because of this, this volume truly offers an international perspective.
The Pedagogy of Lifelong Learning by Michael Osborne,Muir Houston,Nuala Toman Pdf
Presenting a snapshot of contemporary international research into the pedagogy of lifelong learning and teaching, this book focuses on a wide range of issues related to lifelong learning, including higher education, community-based learning and literacy practices in continuing education. It highlights the fact that the wide-ranging conclusions they draw have vital implications for this rapidly changing field. The book reviews the emerging issues from researching teaching and learning in different post-school contexts - an issue which has grown in research importance around the world in recent years - with the concern both to widen participation and improve student attainment. Examining empirically, methodologically and theoretically contemporary research in teaching and learning in diverse contexts, it focuses on three main areas: learning careers and identities; pedagogy and learning cultures and learning beyond institutions.
Transformative Learning and Identity by Knud Illeris Pdf
In the current ever changing world – the liquid modernity – the most pressing psychological challenge to all of us is to create and maintain a personal balance between mental stability and mental flexibility. In Transformative Learning and Identity Knud Illeris, one of the leading thinkers on the way people learn, explores, updates and re-defines the concept and understanding of transformative learning while linking the concept of transformative learning to the concept of identity. He thoroughly discusses what transformative learning is or could be in a broader learning theoretical perspective, including various concepts of learning by change, as opposed to learning by addition, and ends up with a new, short and distinct definition. He also explores and discusses the concept of identity and presents a general model depicting the complexity of identities today. Building on the work of Mezirow, various perspectives of transformative learning are analysed and discussed, including; transformative learning in different life ages; progressive and regressive transformations; motivation and identity defence; development of identity; personality and competence, and transformative learning in school, education, working life, and in relation to current and future life conditions. This vital new book by one of the leading learning theorists of our time will prove of lasting interest to academics, teachers, instructors, leaders and researchers in the field of adult learning and education. It will also appeal to many students and researchers of psychology and sociology in general.
Living In A Learning Society by Ari Antikainen,Jarmo Houtsonen,Juha Kauppila,Hannu Huotelin Pdf
This text discusses the meaning of education through an examination of life paths, identities and significant learning experiences. Looking at education over three generations of war and scant education; of structural change and increasing educational opportunities; and of social well-being and wide educational choice the book examines a variety of questions.; The book demonstrates how the synthesis of social and cultural interpretations of education forms four groups: resource, status, conformity and individualism. The implications to education policy in late-modern or postmodern society are also discussed.
As more is discovered about the powerful impact of lifelong learning on adults, educators are changing their views about how, when and where we learn. Learning is no longer defined only in the context of formal educational settings but in social context as well – including families, the workplace, and religious and political groups. This book explores how learning is our lifetime quest to understand personal identity, purpose and meaning while conforming and adapting to the perceived and real confines of our paradoxical society. The author examines the complex social experience of learning, revealing how culture, gender, race and other societal factors shape an individual’s identity and ability to function in relationships – the basis of all learning. He also discusses the difficult paradox of cultivating creative thinking and reflective action in a society that values the acquisition of degrees, certificates and titles over actual learning and growth.
