A Constructive-Developmental Perspective on the Transformative Learning of Adults Marginalized by Race, Class, and Gender

Autor/in	Bridwell, Sandra D.
Titel	A Constructive-Developmental Perspective on the Transformative Learning of Adults Marginalized by Race, Class, and Gender
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 63 (2013) 2, S.127-146 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713612447854
Schlagwörter	Transformative Learning; Theories; Economically Disadvantaged; Homeless People; Females; African American Students; Adult Students; High School Equivalency Programs; Epistemology; Adult Learning; Interviews; Massachusetts + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Theory; Theorie; Homeless person; Homeless persons; Obdachloser; Weibliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Adult; Adults; Erwachsenenalter; Erkenntnistheorie; Adulte education; Adult training; Erwachsenenbildung; Interviewing; Interviewtechnik; Master-Studiengang
Abstract	Using Kegan's constructive-developmental theory, this study examines transformative learning among six low-income and homeless women of Color pursuing their GED in a shelter-based literacy program. Narrative analysis of two developmental interview instruments indicated that some participants' epistemological perspectives and knowledge construction became more complex over time. Some participants also applied transformative learning to other aspects of their lives. The study suggests that groups often regarded as marginalized by race, class, and gender may experience growth in epistemological complexity in environments where transformative learning goals are purposefully supported. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10