Positioning in the Context of Adult Learning and Participation
Positioning dimensions, reflexive and discursive, present a portrait of learning and cognitive processes understood in the context of social participation. Reflexive positioning emphasizes self-identity and resilience for learning; discursive positioning underlines communication necessary for social...
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2012-04-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/2158244012444113 |
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Article |
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doaj-9c1a7e6222514b25acf85162df87b9592020-11-25T03:03:15ZengSAGE PublishingSAGE Open2158-24402012-04-01210.1177/215824401244411310.1177_2158244012444113Positioning in the Context of Adult Learning and ParticipationE. Beverly Young0Eastern University, Harrisburg, PA, USAPositioning dimensions, reflexive and discursive, present a portrait of learning and cognitive processes understood in the context of social participation. Reflexive positioning emphasizes self-identity and resilience for learning; discursive positioning underlines communication necessary for social interaction to bind people in a network. Communication that connects might also disconnect creating a condition for learning. An interpretive biographical study of 11 men and women living in a shelter using an inductive analysis of multiple data sources explored this presumption. One major conclusion suggested that when transitional residents face a gap in cognitive skills and the ability to use what they learned in social networks, the experience creates a condition for learning.https://doi.org/10.1177/2158244012444113 |
| collection |
DOAJ |
| language |
English |
| format |
Article |
| sources |
DOAJ |
| author |
E. Beverly Young |
| spellingShingle |
E. Beverly Young Positioning in the Context of Adult Learning and Participation SAGE Open |
| author_facet |
E. Beverly Young |
| author_sort |
E. Beverly Young |
| title |
Positioning in the Context of Adult Learning and Participation |
| title_short |
Positioning in the Context of Adult Learning and Participation |
| title_full |
Positioning in the Context of Adult Learning and Participation |
| title_fullStr |
Positioning in the Context of Adult Learning and Participation |
| title_full_unstemmed |
Positioning in the Context of Adult Learning and Participation |
| title_sort |
positioning in the context of adult learning and participation |
| publisher |
SAGE Publishing |
| series |
SAGE Open |
| issn |
2158-2440 |
| publishDate |
2012-04-01 |
| description |
Positioning dimensions, reflexive and discursive, present a portrait of learning and cognitive processes understood in the context of social participation. Reflexive positioning emphasizes self-identity and resilience for learning; discursive positioning underlines communication necessary for social interaction to bind people in a network. Communication that connects might also disconnect creating a condition for learning. An interpretive biographical study of 11 men and women living in a shelter using an inductive analysis of multiple data sources explored this presumption. One major conclusion suggested that when transitional residents face a gap in cognitive skills and the ability to use what they learned in social networks, the experience creates a condition for learning. |
| url |
https://doi.org/10.1177/2158244012444113 |
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