Abstract
Adult learners often tell and retell their stories of learning. These previous experiences, encounters, and histories of learning are significant in the construction of adult learners’ identities, biographies, and relationships to learning. Narrative perspectives of identity invite adult educators in considering how their educative practices enable adult learners in further ‘storying’ themselves as active participants in learning, both within the lifeplace and workplace.
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Recommended Citation
Wojecki, A.
(2007).
Adult Learners and the Identities They Tell: Pedagogic Spaces for Inviting New Tales.
Adult Education Research Conference.
https://newprairiepress.org/aerc/2007/papers/106
Adult Learners and the Identities They Tell: Pedagogic Spaces for Inviting New Tales
Adult learners often tell and retell their stories of learning. These previous experiences, encounters, and histories of learning are significant in the construction of adult learners’ identities, biographies, and relationships to learning. Narrative perspectives of identity invite adult educators in considering how their educative practices enable adult learners in further ‘storying’ themselves as active participants in learning, both within the lifeplace and workplace.
