ERIC Number: ED461752
Record Type: Non-Journal
Publication Date: 1999
Reference Count: N/A
Re-Inventing the Self: Passages into History, Business, and Adult Literacy--An American Historian in Search of a Calling.
This document, which is described by its author as a "critical autobiography", traces one adult educator's 15-year journey from graduate school and into the field of adult literacy and the process of his development into what he calls "an American scholar." The autobiographical narrative is developed against the backdrop of the tension stemming from the opposing viewpoints and objectives of humanistic and social scholarship on the one hand and the more pragmatic institutions of modern life and work on the other hand. The specific topics discussed are as follows: (1) education and work as ambivalent pathways to identity in modern America (the life of the mind versus the world of action); (2) the author's experiences in graduate school in the 1980s (the quest for personal knowledge and the academy; status anxiety; the general exams for a doctoral degree); (3) practice in search of theory (existential angst; teaching; contract cleaning management; academic pursuits); (4) toward praxis and continuing tensions (entering the field of adult literacy; scholarly pursuits revisited; organizational change agent; discovering the field of literacy education; and practitioner/research dualism revisited). (Contains 74 references.) (MN)
Descriptors: Adult Basic Education, Adult Educators, Adult Literacy, Change Agents, Education Work Relationship, Educational Philosophy, Educational Practices, Educational Principles, Educational Theories, Essays, Graduate Study, Higher Education, Literacy Education, Organizational Change, Organizational Development, Personal Narratives, Reading Centers, Self Actualization, Self Congruence, Teacher Attitudes, Teacher Researchers, Teacher Role, Teaching Experience, Theory Practice Relationship, Transformative Learning
For full text: http://www.ctconfucc.org/resources/theology/Demetrion3.html.
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: N/A