Literaturnachweis - Detailanzeige
| Autor/in | Gouthro, Patricia |
|---|---|
| Titel | Stories of Learning across the Lifespan: Life History and Biographical Research in Adult Education |
| Quelle | In: Journal of Adult and Continuing Education, 20 (2014) 1, S.87-103 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1477-9714 |
| DOI | 10.7227/JACE.20.1.6 |
| Schlagwörter | Adult Education; Biographies; Lifelong Learning; Adult Educators; Learning Motivation; Case Studies; Educational Benefits; Story Telling; Social Justice; Foreign Countries; Canada; Jamaica Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Biography; Biografie; Biographie; Life-long learning; Lebenslanges Lernen; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Motivation for studies; Lernmotivation; Case study; Fallstudie; Case Study; Bildungsertrag; Soziale Gerechtigkeit; Ausland; Kanada |
| Abstract | Life history or biographical approaches to research in lifelong learning may be particularly useful for researchers working from a social purpose and/or feminist perspective. Adult educators working from an emancipatory framework are often curious about factors that shape people's lives, both from an individualistic, biographical perspective and from a broader social-cultural framework. Through life history and biographical research they can gain insights into what motivates people to engage in adult learning for social and personal change. Looking at examples taken both from the literature and from four different research studies that the author has engaged in during recent years, some of the benefits, challenges, and possibilities for life history/biographical research are explored in this paper. Both practical aspects, such as how to recruit participants, and more philosophical/methodological concerns such as the importance of recognising how participants use narrative as a means to explore meaning making around their own identity and life course are explored in the discussion. In conclusion, the paper argues that new technologies and emerging forms of artistic representation in life history and biographical research offer opportunities for both educators and participants, as well as other audiences, to explore adult learning experiences connected to social justice. (As Provided). |
| Anmerkungen | Manchester University Press. Oxford Road, Manchester M13 9NR, UK. Tel: +44-161-275-2310; Fax: +44-161-274-3346; e-mail: subscriptions@manchester.ac.uk; Web site: http://www.manchesteruniversitypress.co.uk |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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