Learning From Our Lives: Using Educational Biographies with Adults

Moss, Gwenna

doi:10.21225/d5g30g

Cited by 7 publications

(8 citation statements)

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“…Standing up to my father was symbolically an act marking the beginning of my ideological separation from my family and my people and the assumption of responsibility for my own thinking. Dominicé (2000) states "adulthood can be seen as a process of finding one's autonomy in relation to family, schooling, and the sociocultural environment, the three contexts of emancipation.…"(p. 81). To further separate myself from my fate and much to my family's dismay, I moved away to Georgia and then Washington, D.C. to pursue graduate studies, discover new environments, and continue my personal journey of finding my place in the world.…”

Section: What Does It Mean To Be An Adult Learner?mentioning

confidence: 99%

An autoethnographic exchange: Exploring the dynamics of selves as adult learners and adult educators

Plakhotnik

Delgado

Seepersad

2015

New Horizons in Adult Education and Human Resource Development

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This article explores four former doctoral students’ perceptions about their selves as adult learners and adult educators through the use of autoethnography and reflective dialogue. The dynamics between the two selves were explored to identify emerging themes and implications for practice in adult education. The duality of their roles as learners and as educators emerges through active conscientization.

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Section: What Does It Mean To Be An Adult Learner?mentioning

confidence: 99%

An autoethnographic exchange: Exploring the dynamics of selves as adult learners and adult educators

Plakhotnik

Delgado

Seepersad

2015

New Horizons in Adult Education and Human Resource Development

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“…Whereas life writingautobiography-was limited in the past to more or less famous people, more recently it has come to be used by a more general, wider public as a means of personal development through life-review, self-reflection, and self-definition (Gornick, 2001). Some adult and continuing education educators have recognized its value as a tool to enhance literacy skills, while others have drawn on it to promote self-directedness and empowerment (Dominicé, 2000;Rossiter, 1999). Still, this important tool for promoting literacy, creative writing, and self-understanding has had a limited presence in most areas of education, as well as in other disciplines.…”

Section: Introductionmentioning

confidence: 99%

“…Smith and Watson (1996) compiled edited collections of feminist literary analysis. In education, Witherell and Noddings (1991), Dominicé (2000), and Rossiter (1999) have examined story as a powerful tool in the work that teachers and adult learners do. And Josselson and Lieblich (1999) have advanced autobiography as a source for narrative research.…”

Section: Introductionmentioning

confidence: 99%

More than Artistry: The Integral Aspect of Autobiography

Karpiak

2005

CJUCE

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Autobiography has generally been recognized for its literary and artistic aspects, and as a result has been largely overlooked as an instructional method in adult and continuing education. This paper argues for a wider use of autobiography in adult and continuing education programs, proposing that autobiography actually encompasses not only the artistic and literary aspects of life writing, but also the theoretical and philosophical. Based on the autobiographical writings of adult learners collected over a decade of teaching, the author suggests that in the course of bringing these dimensions of their lives together, these writers further not only their understanding of themselves and their world, but also their commitment to educational practice, action, and change.

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“…In the last years, biographical learning has become a relevant concept in adult education (e.g., Alheit & Dausien, 2002;Dominicé, 2000;Hallqvist et al, 2012;West et al, 2007). There exist certainly different definitions of the concept.…”

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confidence: 99%

'I feel different…'

Doutor,

Alves

2024

RELA

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Accessing higher education is a biographical learning experience for all students, which can promote transformations in individuals’ identities. This article aims to investigate the implications of biographical learning experiences on the students’ identities. We will explore African students’ biographical learning experiences in Portuguese higher education and how they shaped their identities. Biographical learning and identity theoretical perspectives were adopted. This is a qualitative study that used biographical interviews with 22 African students enrolling at Portuguese higher education. The content analysis carried out has been organized into 2 themes: biographical learning experiences and identity transformations. The results of the study show that African students gained new knowledge and skills and became more independent and autonomous. They develop their self-confidence and open-mindedness through a new way of seeing the world. Thus, African students’ experiences in higher education contributed to the formation and transformation of their identity.

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Learning From Our Lives: Using Educational Biographies with Adults

Cited by 7 publications

References 0 publications

An autoethnographic exchange: Exploring the dynamics of selves as adult learners and adult educators

An autoethnographic exchange: Exploring the dynamics of selves as adult learners and adult educators

More than Artistry: The Integral Aspect of Autobiography

'I feel different…'

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