Literaturnachweis - Detailanzeige
| Autor/inn/en | Field, John; Lynch, Heather |
|---|---|
| Titel | Getting Stuck, Becoming Unstuck: Agency, Identity and Transitions between Learning Contexts |
| Quelle | In: Journal of Adult and Continuing Education, 21 (2015) 1, S.3-17 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1477-9714 |
| DOI | 10.7227/JACE.21.1.2 |
| Schlagwörter | Self Concept; Educational Environment; Adult Learning; Personal Autonomy; Interviews; Sociocultural Patterns; Lifelong Learning; Learning Strategies; Role; Informal Education; Mixed Methods Research; Foreign Countries; Biographies; Personal Narratives; Occupational Mobility; Change; United Kingdom Selbstkonzept; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Adulte education; Adult training; Erwachsenenbildung; Individuelle Autonomie; Interviewing; Interviewtechnik; Soziokulturelle Theorie; Life-long learning; Lebenslanges Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Rollen; Informelle Bildung; Nichtformale Bildung; Ausland; Biography; Biografie; Biographie; Erlebniserzählung; Berufliche Mobilität; Wandel; Großbritannien |
| Abstract | Flexibility and change are typically viewed as endemic features of late modernity, leading to increased emphasis on the importance of transition during the adult life course. The paper examines experiences of transition for eight contributors to a research project that collected and analysed life histories as the basis for an understanding of learning in relation to identity, agency and change in adult life. Four of the interviewees report mired transitions, and four report on transitions that became mobile after a period of immobility. The paper identifies a number of factors which can restrict movement, structural and internal, real and imaginary, that are described in these stories. We then set out our socio-cultural understanding of the "betwixt and between" status that Turner calls liminality, suggesting that many do not experience liminality as wholly emancipatory. The paper concludes with a discussion of the implications for lifelong learning strategies, which need to attend to the weight of what Alheit calls "biographicity" in understanding learners' lives. While this requires acknowledgement of the role of informal learning, it does not however justify understating the importance of formal adult learning. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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