Understanding Adult Development As Narrative

Rossiter, Marsha

doi:10.1002/ace.8409

Cited by 27 publications

(23 citation statements)

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“…In addition, the reactions of others around them to their stories help persons understand and reframe their experiences (Clark, 2001). Rossiter (1999b) identified four aspects of narrative-contextual, interpretive, retrospective, and temporal-and went on to explain the contribution of each dimension to an understanding of adult development. The contextual dimension of narrative refers both to the relationship of the event being considered to the person' s goals, values, and other events in his or her life as well as the cultural setting, time, and place in which the event occurs.…”

Section: Narrativementioning

confidence: 99%

“…Individuals need to 245 Brought to you by | HEC Bibliotheque Maryriam ET J. Authenticated Download Date | 6/12/15 8:33 AM be able to see how the events in their lives hold together and build on each other while also being able to explain changes that take place in their identities over time. To achieve a sense of coherence, personal narratives must be continually reworked to incorporate new perspectives and experiences (Rossiter, 1999b). Rossiter (1999b) noted that "the narrative approach to development is holistic in that it acknowledges the cognitive, affective, and motivational dimensions of meaning making.…”

Section: Narrativementioning

confidence: 99%

“…To achieve a sense of coherence, personal narratives must be continually reworked to incorporate new perspectives and experiences (Rossiter, 1999b). Rossiter (1999b) noted that "the narrative approach to development is holistic in that it acknowledges the cognitive, affective, and motivational dimensions of meaning making. It also takes into account the biological and environmental influences on development" (p. 78).…”

Section: Narrativementioning

confidence: 99%

“…Several theorists have specifically examined American Indian identity development and acculturation (Choney, Berryhill-Paake, & Robbins, 1995;Horse, 2001). In addition, since the majority of American Indian students are adults, theories of adult development and learning (e.g., Freire, 1970Freire, , 1973Goodman, Schlossberg, & Anderson, 2006;Rossiter, 1999aRossiter, , 1999b can provide assistance in understanding and working with this population.…”

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confidence: 98%

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Student Development in Tribal Colleges and Universities

Guardia¹,

Evans²

2008

NASPA Journal

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Tribal colleges play a powerful role in the personal development as well as the academic development of American Indian students. By providing access, exposure to native culture, personal support, preparation for further education, and a sense of empowerment, tribal colleges are influential in advancing self-awareness, interpersonal sensitivity, intellectual development, acculturation, and identity development of their enrolled students. While theories of student development have helped to explain the psychosocial, cognitive, and moral development of students in American higher education, very little research has specifically investigated the development of American Indian students, particularly those enrolled in tribal colleges. Theories of adult development and learning, acculturation, and identity development are gaining greater attention in the human development literature and have potential for enhancing understanding of the development that American Indian students experience. These theories, however, rarely consider the effects of higher education on Brought to you by | HEC Bibliotheque Maryriam ET J. Authenticated Download Date | 6/12/15 8:33 AM

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Section: Narrativementioning

confidence: 99%

Section: Narrativementioning

confidence: 99%

Section: Narrativementioning

confidence: 99%

mentioning

confidence: 98%

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Student Development in Tribal Colleges and Universities

Guardia¹,

Evans²

2008

NASPA Journal

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“…People understand not only themselves but also the changes over the course of their lives narratively. A narrative approach to development, in contrast with other theoretical orientations, attempts to describe development from the inside as it is experienced, rather than from the outside as it is observed (Rossiter, 1999). The focus is on subjective meaning: how people make sense of their experiences over the life course.…”

mentioning

confidence: 99%

Narrative learning in adulthood

Clark

Rossiter

2008

New Dir Adult Contin Educ

Self Cite

177

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Narrative is on the move. Actually it' s been on the move for some time, but education, and more specifically adult education, has only begun catching the wave relatively recently. Of course, using stories to teach has always been part of the practice of adult educators. What is more recent is the theorizing of how we learn through narrative (Clark, 2001;Rossiter and Clark, 2007), but even that has deep connections to the core elements of adult learning theory, as we'll see. Our task in this chapter is to examine what narrative learning is, how it works, and how it can be used more intentionally and effectively in the education of adults. We hope to stimulate further conversation and thought about the possibilities inherent in conceptualizing learning as a narrative process. We begin with an overview of narrative theory, examine the connection between experiential and narrative learning, and follow that with a description of what we mean by narrative learning and how learning itself can be conceptualized as a narrative process. We then look at several examples of narrative learning in practice and conclude with some thoughts about the potential of narrative learning theory for the field of adult education. Fundamentals of Narrative Theory for Narrative LearningHuman beings are the creatures who tell stories-a point Fisher (1987) makes when he gives us the label homo narrans-and those stories serve a function, namely to make meaning of our experience. This basic idea has been developed by a number of theorists in recent decades (for example, 61 6

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Thrice Upon a Time: Narrative Structure and Psychology as a Platform for Coaching

Drake¹

2012

The Philosophy and Practice of Coaching

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Understanding Adult Development As Narrative

Abstract: Narrative offers a way of understanding development in terms of the storied nature of human experience. This chapter discusses the contextual interpretive, retrospective, and temporal dimensions of narrative as applied to adult development.

Cited by 27 publications

References 1 publication

Student Development in Tribal Colleges and Universities

Student Development in Tribal Colleges and Universities

Narrative learning in adulthood

Thrice Upon a Time: Narrative Structure and Psychology as a Platform for Coaching

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