Paradigmatic Perspectives and Self-Authorship: Implications for Theory, Research, and Praxis

Autor/in	Perez, Rosemary J.
Titel	Paradigmatic Perspectives and Self-Authorship: Implications for Theory, Research, and Praxis
Quelle	In: Journal of College Student Development, 60 (2019) 1, S.70-84 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	Models; Individual Development; Constructivism (Learning); Student Attitudes; Student Development; Theories; Critical Theory; Race; Educational Research; Praxis + Suchen Sie Ihr Suchwort? Analogiemodell; Individuelle Entwicklung; Schülerverhalten; Theory; Theorie; Kritische Theorie; Rasse; Abstammung; Bildungsforschung; Pädagogische Forschung
Abstract	The perspectives undergirding student development theory have evolved over time, yet few scholars have examined how various paradigms influence a specific developmental theory. In this literature review, I explored how constructivism, social constructionism, critical paradigms, and critical constructivism have shaped the study of self-authorship. Then, I investigated if and how race, racism, power, privilege, and oppression were accounted for in the self-authorship literature. The findings of my systematic literature review revealed the need to re-envision the journey toward self-authorship in a manner that is conscious of identity and power. Implications for moving toward a critical constructivist refinement of self-authorship are included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01