Pub Date : 2022-05-11DOI: 10.1177/10451595221089709
Tonkia T. Bridges
{"title":"Beginners: The Joy and Transformative Power of Lifelong Learning (Book Review)","authors":"Tonkia T. Bridges","doi":"10.1177/10451595221089709","DOIUrl":"https://doi.org/10.1177/10451595221089709","url":null,"abstract":"","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"73 1","pages":"121 - 122"},"PeriodicalIF":1.3,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86367119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-28DOI: 10.1177/10451595211069075
Edith Gnanadass, Daryl R. Privott, Dianne Ramdeholl, Lisa R. Merriweather
We live in a society wherein anti-Black racism is pervasive. It infiltrates every aspect of life, including work life spaces. In spite of the recent call for higher education to become antiracist, a tall order for an institution literally and figuratively built on racist attitudes and behaviors, higher education continues to be a cesspool for racism. Literature is replete with stories of the toll working in such environments takes on Black and Brown people. Some have called it “The Black Tax.” Palmer and Walker (2020) riff off of Rochester’s (2018) popularization of the financial “Black Tax” to relate it to psycho-social realities of Black people. Palmer and Walker define it as “the psychological weight or stressor that Black people experience from consciously or unconsciously thinking about how White Americans perceive the social construct of Blackness” (para. 2). Black and Brown adult educators pay this tax multiple times in the course of working in academe and that tax is doubled when they teach subjects that center equity and social justice. This paper will share through dialogic reconstruction multivocal layered accounts of Black and Brown adult educators, each with a different positionality, but all who understand what it means to pay the Black tax in adult education. Working from a critical race lens, the authors engage in a collaborative evocative autoethnography to analyze their experiences with the impact of the Black tax on their role as adult education professors in higher education. We determined the following themes as salient to our Black Tax experience: A sick place, moving the line, bring me a rock, and weaponizing our power. Understanding how anti-Black racism operates is key to adult education as a discipline moving toward its ever-elusive goal of parity and justice and reflecting on its theories and practices that stymie those efforts.
{"title":"“I’ll Take Two Please … Sike”: Paying the Black Tax in Adult Education","authors":"Edith Gnanadass, Daryl R. Privott, Dianne Ramdeholl, Lisa R. Merriweather","doi":"10.1177/10451595211069075","DOIUrl":"https://doi.org/10.1177/10451595211069075","url":null,"abstract":"We live in a society wherein anti-Black racism is pervasive. It infiltrates every aspect of life, including work life spaces. In spite of the recent call for higher education to become antiracist, a tall order for an institution literally and figuratively built on racist attitudes and behaviors, higher education continues to be a cesspool for racism. Literature is replete with stories of the toll working in such environments takes on Black and Brown people. Some have called it “The Black Tax.” Palmer and Walker (2020) riff off of Rochester’s (2018) popularization of the financial “Black Tax” to relate it to psycho-social realities of Black people. Palmer and Walker define it as “the psychological weight or stressor that Black people experience from consciously or unconsciously thinking about how White Americans perceive the social construct of Blackness” (para. 2). Black and Brown adult educators pay this tax multiple times in the course of working in academe and that tax is doubled when they teach subjects that center equity and social justice. This paper will share through dialogic reconstruction multivocal layered accounts of Black and Brown adult educators, each with a different positionality, but all who understand what it means to pay the Black tax in adult education. Working from a critical race lens, the authors engage in a collaborative evocative autoethnography to analyze their experiences with the impact of the Black tax on their role as adult education professors in higher education. We determined the following themes as salient to our Black Tax experience: A sick place, moving the line, bring me a rock, and weaponizing our power. Understanding how anti-Black racism operates is key to adult education as a discipline moving toward its ever-elusive goal of parity and justice and reflecting on its theories and practices that stymie those efforts.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"7 1","pages":"61 - 70"},"PeriodicalIF":1.3,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83158941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-28DOI: 10.1177/10451595211060080
Carol A. Olszewski, Keli P. Pontikos, Kyle A. Znamenak, Matthew L. Selker, Toni M. Paoletta, Karrie A. Coffman, Catherine A. Hansman
Developing scholars sometimes struggle to situate their own position in the research and to comprehend how that affects their attitudes and behaviors. They frequently experience imposter syndrome and feelings of inadequacy, which lead to anxiety toward the research and publication processes. This paper presents a method for incorporating collective autoethnography into a graduate course context, aiming to demystify such processes and to cultivate scholarly identity. The doctoral students in a graduate seminar agreed to journal following course meetings. Following completion of the course, the journal entries were compiled. This compilation was reviewed and reflected on by each member individually, and then the group met to collectively discuss the data. Since that initial study, the developing scholars have elected to continue their work together, with each member continuing to benefit from additional scholarship creation, continued peer mentorship, and a supportive group in which to continue to develop scholarly identity. Brief reflections by the authors illustrate their experiences. Through this collective work, the journals resulting in the autoethnography empowered students to understand their positionality and intersectionality, resulting in rich and layered autoethnographic accounts of learning. Through their interests in the jointly conducted project, students gained a sense of authority and position from which to analyze their growing knowledge and identities as scholars.
{"title":"Utilizing Autoethnography Within a Course Structure to Support Developing Scholars","authors":"Carol A. Olszewski, Keli P. Pontikos, Kyle A. Znamenak, Matthew L. Selker, Toni M. Paoletta, Karrie A. Coffman, Catherine A. Hansman","doi":"10.1177/10451595211060080","DOIUrl":"https://doi.org/10.1177/10451595211060080","url":null,"abstract":"Developing scholars sometimes struggle to situate their own position in the research and to comprehend how that affects their attitudes and behaviors. They frequently experience imposter syndrome and feelings of inadequacy, which lead to anxiety toward the research and publication processes. This paper presents a method for incorporating collective autoethnography into a graduate course context, aiming to demystify such processes and to cultivate scholarly identity. The doctoral students in a graduate seminar agreed to journal following course meetings. Following completion of the course, the journal entries were compiled. This compilation was reviewed and reflected on by each member individually, and then the group met to collectively discuss the data. Since that initial study, the developing scholars have elected to continue their work together, with each member continuing to benefit from additional scholarship creation, continued peer mentorship, and a supportive group in which to continue to develop scholarly identity. Brief reflections by the authors illustrate their experiences. Through this collective work, the journals resulting in the autoethnography empowered students to understand their positionality and intersectionality, resulting in rich and layered autoethnographic accounts of learning. Through their interests in the jointly conducted project, students gained a sense of authority and position from which to analyze their growing knowledge and identities as scholars.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"34 1","pages":"82 - 88"},"PeriodicalIF":1.3,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76630270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-28DOI: 10.1177/10451595221074731
Rob E. Carpenter
This study examined my experience as a doctoral student following the death of my son. The focus of this research is on the interaction of paternal grief and adult learning in the context of higher education. The central emphasis seeks to offer existential bearing to the interplay between the narrative identities of adult learner and paternal griever that is seldom considered in combination for adult learning scholarship. I employed the reflexive process of autoethnography through free writing and review of personal journals. I used the analytical lens of a dialogical narrator who held two opposing I-positions of the self, adult learner and grieving father. This methodological approach allowed the pursuit of adult learning to emerge into a position that promoted reorganization of my grief, bridging the divergence of loss and gain. This study placed focus on the dialogical I-positions of self as a vector for growth. The novelty of this research is the placement of andragogical considerations in adult learning following paternal grief. These considerations have capacity to endorse the paternal griever I-position to begin understanding grief transition through pursuit of knowledge. Characterizing the embodied transition is central to the bereavement process. Bringing the transition into dialogue with adult learning can provide educators with enhanced instructional precision when planning and conducting learning activities in a grief environment.
{"title":"An Autoethnographic Reflection of Adult Learning and Paternal Grief","authors":"Rob E. Carpenter","doi":"10.1177/10451595221074731","DOIUrl":"https://doi.org/10.1177/10451595221074731","url":null,"abstract":"This study examined my experience as a doctoral student following the death of my son. The focus of this research is on the interaction of paternal grief and adult learning in the context of higher education. The central emphasis seeks to offer existential bearing to the interplay between the narrative identities of adult learner and paternal griever that is seldom considered in combination for adult learning scholarship. I employed the reflexive process of autoethnography through free writing and review of personal journals. I used the analytical lens of a dialogical narrator who held two opposing I-positions of the self, adult learner and grieving father. This methodological approach allowed the pursuit of adult learning to emerge into a position that promoted reorganization of my grief, bridging the divergence of loss and gain. This study placed focus on the dialogical I-positions of self as a vector for growth. The novelty of this research is the placement of andragogical considerations in adult learning following paternal grief. These considerations have capacity to endorse the paternal griever I-position to begin understanding grief transition through pursuit of knowledge. Characterizing the embodied transition is central to the bereavement process. Bringing the transition into dialogue with adult learning can provide educators with enhanced instructional precision when planning and conducting learning activities in a grief environment.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"71 1","pages":"71 - 81"},"PeriodicalIF":1.3,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85923513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-28DOI: 10.1177/10451595211059568
E. Tisdell, Gina C. Whalen, Mira Johnson
The purpose of this paper is to explore the super-vision of dissertations, from the perspective of the supervisor and two supervisees who did dissertations that had an evocative autoethnographic component. We argue that autoethnography in context of scholarly writing encourages both an inner looking, and an outward looking that results in a super-vision, that is the result of the relationship between the supervisor and the supervisee, which evokes further insights, analysis, and reflexive stories.
{"title":"The Super-vision of Autoethnographic Dissertation Studies: Transformative Stories of the Supervisor and the Supervised Revealed","authors":"E. Tisdell, Gina C. Whalen, Mira Johnson","doi":"10.1177/10451595211059568","DOIUrl":"https://doi.org/10.1177/10451595211059568","url":null,"abstract":"The purpose of this paper is to explore the super-vision of dissertations, from the perspective of the supervisor and two supervisees who did dissertations that had an evocative autoethnographic component. We argue that autoethnography in context of scholarly writing encourages both an inner looking, and an outward looking that results in a super-vision, that is the result of the relationship between the supervisor and the supervisee, which evokes further insights, analysis, and reflexive stories.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"5 1","pages":"51 - 60"},"PeriodicalIF":1.3,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85210852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-28DOI: 10.1177/10451595221086744
Elizabeth Golba
{"title":"Advances in Autoethnography and Narrative Inquiry Edited by Tony E. Adams, Robin M. Boylorn, and Lisa M. Tillmann","authors":"Elizabeth Golba","doi":"10.1177/10451595221086744","DOIUrl":"https://doi.org/10.1177/10451595221086744","url":null,"abstract":"","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"81 1","pages":"93 - 94"},"PeriodicalIF":1.3,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77124955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-28DOI: 10.1177/10451595221091533
Carol Rogers-Shaw, Lilian H. Hill, Davin J. Carr-Chellman
This special issue is the result of an invitation sent by the co-editors of Adult Learning to adult education learners, researchers, and practitioners to share their stories in autoethnographic narratives that reveal their experiences and knowledge of adult education classrooms, research settings, community organizations, and other arenas. Autoethnography “seeks to describe and systematically analyze (graphy) personal experience (auto) in order to understand cultural experience (ethno)” (Ellis et al., 2011, para. 1). The articles in this issue set personal stories within an adult education context, making connections between the theory and practice of the field. Our goals for the special issue were (a) to contribute a clear understanding of autoethnography as method and methodology and (b) to portray its adoption in adult learning and education. Autoethnography embraces the researcher’s experiences (Ellis et al., 2011), while the author approaches their experiences analytically, informed by the research literature and using theoretical and methodological tools. Autoethnographers create a narrative that can be a relational learning experience for the writer, the story participants, and the readers. Narrative is a source of wisdom, a way of communicating, an inquiry process, a tool for sharing knowledge, and a way of being and becoming. People learn by listening to stories, telling stories, and understanding the stories of which we are a part. Stories are powerful and engaging as they appeal to readers on a basic human level. Narrative learning has a place in adult learning because stories enable us to make meaning out of our experiences and lives (Bochner & Ellis, 2016a, 2016b; Clark, 2010; Clark & Rossiter, 2008; Rogers-Shaw, 2020). Meaning making is central to adult learning (Merriam & Baumgartner, 2020). Autoethnography appeals to “students and seasoned scholars whose personal connection to “ ADULT EDUCATION’S
本期特刊是《成人学习》的共同编辑向成人教育学习者、研究人员和实践者发出的邀请的结果，他们以自我民族志的方式分享他们的故事，揭示他们在成人教育课堂、研究环境、社区组织和其他领域的经验和知识。Autoethnography“试图描述和系统地分析个人经验(auto)，以理解文化经验(ethno)”(Ellis et al.， 2011，第6段)。本期的文章在成人教育的背景下讲述了个人故事，将该领域的理论与实践联系起来。我们这期特刊的目标是:(a)对作为一种方法和方法论的自我民族志有一个清晰的理解，(b)描述它在成人学习和教育中的应用。自我民族志包含了研究者的经历(Ellis et al.， 2011)，而作者通过研究文献并使用理论和方法工具，分析地接近他们的经历。自己的民族志学家创造了一种叙事，这种叙事可以成为作者、故事参与者和读者的一种关系学习体验。叙事是智慧的源泉，是沟通的方式，是探究的过程，是知识分享的工具，是存在和成为的方式。人们通过听故事、讲故事和理解我们身处其中的故事来学习。故事是强大的，吸引人的，因为它们在基本的人类层面上吸引读者。叙事学习在成人学习中占有一席之地，因为故事使我们能够从我们的经历和生活中获得意义(Bochner & Ellis, 2016a, 2016b;克拉克,2010;Clark & Rossiter, 2008;Rogers-Shaw, 2020)。意义创造是成人学习的核心(Merriam & Baumgartner, 2020)。“自我民族志”吸引了与“成人教育”有个人联系的学生和经验丰富的学者
{"title":"The Voices of Adult Education","authors":"Carol Rogers-Shaw, Lilian H. Hill, Davin J. Carr-Chellman","doi":"10.1177/10451595221091533","DOIUrl":"https://doi.org/10.1177/10451595221091533","url":null,"abstract":"This special issue is the result of an invitation sent by the co-editors of Adult Learning to adult education learners, researchers, and practitioners to share their stories in autoethnographic narratives that reveal their experiences and knowledge of adult education classrooms, research settings, community organizations, and other arenas. Autoethnography “seeks to describe and systematically analyze (graphy) personal experience (auto) in order to understand cultural experience (ethno)” (Ellis et al., 2011, para. 1). The articles in this issue set personal stories within an adult education context, making connections between the theory and practice of the field. Our goals for the special issue were (a) to contribute a clear understanding of autoethnography as method and methodology and (b) to portray its adoption in adult learning and education. Autoethnography embraces the researcher’s experiences (Ellis et al., 2011), while the author approaches their experiences analytically, informed by the research literature and using theoretical and methodological tools. Autoethnographers create a narrative that can be a relational learning experience for the writer, the story participants, and the readers. Narrative is a source of wisdom, a way of communicating, an inquiry process, a tool for sharing knowledge, and a way of being and becoming. People learn by listening to stories, telling stories, and understanding the stories of which we are a part. Stories are powerful and engaging as they appeal to readers on a basic human level. Narrative learning has a place in adult learning because stories enable us to make meaning out of our experiences and lives (Bochner & Ellis, 2016a, 2016b; Clark, 2010; Clark & Rossiter, 2008; Rogers-Shaw, 2020). Meaning making is central to adult learning (Merriam & Baumgartner, 2020). Autoethnography appeals to “students and seasoned scholars whose personal connection to “ ADULT EDUCATION’S","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"271 2 1","pages":"47 - 50"},"PeriodicalIF":1.3,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78454260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-20DOI: 10.1177/10451595221084413
Trevor G. Gates, Dyann Ross, Bindi Bennett
Critical events in Leonard Matlovich’s life depict a reluctant activist for lesbian, gay, bisexual, transgender/gender diverse, and queer+ (LGBTQ+) equality. He served in the US military and subsequently came to personify the broad social challenges to the military’s homophobic culture and recruitment practices. Matlovich’s experience of a series of life metamorphoses made a difference beyond the individual. His example inspired multitudes of other concerned citizens in how to undertake their metamorphoses to challenge institutionalized homophobia. Breakthrough learning experiences in Matlovich’s life are presented to explore and refine aspects of transformative learning theory by applying Jane Martin’s metamorphosis model. The learning nexus between individuals and society is shown to be a dynamic interaction where both aspects of Matlovich’s story and his influence are explored in the context of today’s LGBTQ+ equality struggles. The article shows the conducive personal and societal conditions that enabled his various metamorphoses as whole-of-individual identity and sociocultural crossings toward transformational change. Additionally, the implications of Martin’s educational metamorphosis are discussed. Adult educators are encouraged to emphasize learning located in the learner’s life circumstances, exemplary case studies to inspire cultural crossings against injustice, and transformations as being about grasping in situ learning opportunities in the cross-influence between the whole person and their socio-historical context. Matlovich’s experiences show how relevant dimensions of Martin’s theoretical approach, coupled with support from allies, can contribute to personal agency and can build a groundswell of learning needed to support activism for social justice movements.
{"title":"Adult Learning as Metamorphosis and Popular Education for Lesbian, Gay, Bisexual, Transgender/Gender Diverse, and Queer+ Equality: The Story of Leonard Matlovich","authors":"Trevor G. Gates, Dyann Ross, Bindi Bennett","doi":"10.1177/10451595221084413","DOIUrl":"https://doi.org/10.1177/10451595221084413","url":null,"abstract":"Critical events in Leonard Matlovich’s life depict a reluctant activist for lesbian, gay, bisexual, transgender/gender diverse, and queer+ (LGBTQ+) equality. He served in the US military and subsequently came to personify the broad social challenges to the military’s homophobic culture and recruitment practices. Matlovich’s experience of a series of life metamorphoses made a difference beyond the individual. His example inspired multitudes of other concerned citizens in how to undertake their metamorphoses to challenge institutionalized homophobia. Breakthrough learning experiences in Matlovich’s life are presented to explore and refine aspects of transformative learning theory by applying Jane Martin’s metamorphosis model. The learning nexus between individuals and society is shown to be a dynamic interaction where both aspects of Matlovich’s story and his influence are explored in the context of today’s LGBTQ+ equality struggles. The article shows the conducive personal and societal conditions that enabled his various metamorphoses as whole-of-individual identity and sociocultural crossings toward transformational change. Additionally, the implications of Martin’s educational metamorphosis are discussed. Adult educators are encouraged to emphasize learning located in the learner’s life circumstances, exemplary case studies to inspire cultural crossings against injustice, and transformations as being about grasping in situ learning opportunities in the cross-influence between the whole person and their socio-historical context. Matlovich’s experiences show how relevant dimensions of Martin’s theoretical approach, coupled with support from allies, can contribute to personal agency and can build a groundswell of learning needed to support activism for social justice movements.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"44 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87549952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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