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. The series, 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 and intricate connections between learning and identity. The series aims to assist our readers to understand and nurture adults who are always in the process of becoming. We hope to promote reflection and research at the intersection of identity and adult learning at any point across the adult lifespan. The rich array of qualitative research designs as well as autobiographic and narrative essays transform and expand our understanding of the lived experience of people both like us and unlike us, from the U.S. and beyond.
Identity and Lifelong Learning: Becoming through Lived Experience, Volume Two of the series, focuses on identity and learning within informal settings and life experiences. The contributions showcase the many ways that identity development and learning occur within cultural domains, through developmental and identity challenges or transitions in career or role, and in a variety of places from assisted living facilities to makerspaces. These chapters highlight identity and learning across the adult lifespan from millennials and emerging adults to midlife and older adults. The authors examine cultural, relational and social identity exploration and learning in international contexts and within marginalized communities. This volume features phenomenological and ethnographic qualitative studies, autoethnographies, case studies, and narratives that engage the reader in the myriad ways that adult development, learning, and identity connect and influence each other.
Contents
Preface.
Part I. Developmental Transitions And Life Experience.
Chapter 1. Truly My Heart's Work: Rural Emerging Adults Constructing Meaningful Lives; Donna M. San Antonio.
Chapter 2. Becoming a Mother: Caregiving Identity Development; Sarit Lesser.
Chapter 3. I'm Not Done in Any Way: Identity Growth, Revision, and Lifelong Learning in Late Midlife Women; Diana Giglio and Sue L. Motulsky.
Chapter 4. Growing up Hearing, Growing up Deaf; Marie A. Lynch.
Chapter 5. Exploring Late Adulthood Identity: Views of Lifelong Learning in Two Groups of Older Adults; Jamie D. Stockton.
Part II. Migration, Cultural Adjustment, And Language Learning.
Chapter 6. Becoming Care Workers: We Are Not Only Domestic Workers; Daphna Arbell Kehila.
Chapter 7. Becoming an Active Learner: Reconstructing Identity of North Korean Millennial Defectors in South Korea; Hyewon Park, JungHwan Kim, and Esther S. Prins.
Chapter 8. Multifaceted Identities of an Immigrant Woman: An Educational Trajectory of Becoming; Bita H. Zakeri.
Chapter 9. Interstitial Spaces: A Case Study of English Language Learning and South African Domestic Work; Anna Kaiper-Marquez.
Part III. Learning And Identity In Work And Career Decision-making.
Chapter 10. 80/20: Making Identities in Making Spaces; Eli Tucker-Raymond, Brian E. Gravel, and Ecco Pierce.
Chapter 11. Under the Influence: The Familial Construction of Career Identity; Porscha Jackson.
Chapter 12. When Self Comes to the Surface: Identity for Women in Career Transition; Sue L. Motulsky.
About the Editors.
About the Contributors.
