Full Description
Learning and identity development are lifetime processes of becoming. The construction of self, of interest to scholars and practitioners in adult development and adult learning, is an ongoing process, with the self both forming and being formed by lived experience in privileged and oppressive contexts. Intersecting identities and the power dynamics within them shape how learners define themselves and others and how they make meaning of their experiences in the world. I Am What I Become: Constructing Identities as Lifelong Learners is an insightful and diverse collection of empirical research and narrative essays in identity development, adult development, and adult learning. The purpose of this series is to publish contributions that highlight the intimate connections between learning and identity. Our aim is to promote reflection and research at the intersection of identity and adult learning at any point across the adult lifespan and in any space where learning occurs: in school, at work, or in community.
The series aims to assist our readers to understand and nurture adults who are always in the process of becoming. Adult educators, adult development scholars, counselors, psychologists, and sociologists, along with education and training professionals in formal and informal learning settings, will revel in the rich array of qualitative research designs, methods, and findings as well as autobiographies and narrative essays that transform and expand our understanding of the lived experience of people both like us and unlike us, from the U.S. and beyond.
Volume One, Identity and Lifelong Learning in Higher Education, contains chapters by and about post-secondary educators and students. Together these chapters enhance our understanding of the inextricable link between learning and identity.
Contents
Chapter 1. Me and You, You and Me: Examining Student Perception and the Evolution of Teacher Identity in the Community College; Morgan Halstead and Crystal S. Rudds.
Chapter 2. The Work of Girlhood: An Invitation to Examine Self and Identity; Amy Rutstein-Riley and Ann Mechem Ziergiebel.
Chapter 3. One Lazy Day Would Cause Everything to Come Crashing Down: Stories From Underrepresented Students on Becoming a University Student; Alyson King and Allyson Eamer.
Chapter 4. How Place and Class Affect Identity Development as Life Long Learners: An Examination of Resilience in First-Generation, Adult College Students from Appalachia; Deborah Thurman and Jeffrey S. Savage.
Chapter 5. I Know There Isn't Anything I Can't Do: Adult Learners Find Identity Through Bachelor's Degree Completion; Jennifer Serowick.
Chapter 6. I've Found My Own Identity Here! Korean Graduate Student Mothers' Identity Transformations in the U.S. Higher Education Context; Ji-Yeon Lee and Hyesun Cho.
Chapter 7. Learning Doesn't Stop at 50: Lifelong Learning for Older Adults; Marian Spaid-Ross and Caren L. Sax.
Chapter 8. Lessons From a Life at School; Judith Beth Cohen.
Chapter 9. I Am What I Do... Professional Voices From the Field of Further Education and Training; Anne Graham Cagney.
Chapter 10. Multifaceted Identities of Teacher Educators as Lifelong Learners; Michal Shani, Pninat Tal, and Ilana Margolin.
Chapter 11. The Professor and the Closet: Teacher Educators and Coming Out; Lesley N. Siegel.
Chapter 12. Becoming Learner-Centered: A Constellation of Identity, Reflection, and Motivation; Emilie Clucas Leaderman.
Chapter 13. Reframing Resistance: Understanding White Teachers in Multicultural Education Through the Course Identities Approach; Ellie Fitts Fulmer.
Chapter 14. I Know More Than I Thought I Did; Enid E. Larsen.
Chapter 15. How Do You Form an Identity From Swiss Cheese? Anjali J. Forber-Pratt.
Chapter 16. At the Intersection of Identity, Disability, and Power; Xóchitl L. Méndez.
Chapter 17. Self-Portrait: A Study of Value, Perspective, Space, and Composition; Ann Mechem Ziergiebel.
Chapter 18. Invisible Life in the Academy: African American Women Staff in Higher Education; Kimberly D. Johnson.
Chapter 19. Thalia's Story: A New Perspective of Non-Traditional Undergraduate Students; Kristen Linzmeier.
About the Contributors.
