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ERIC Number: ED515079
Record Type: Non-Journal
Publication Date: 2010
Pages: 270
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1096-3997-1
Understanding Social Positioning in the Context of Learning and Participation Experienced by Adult Transitional Residents
Young, E. Beverly
ProQuest LLC, Ph.D. Dissertation, Walden University
There are two dimensions of positioning: self-identity (reflexive) and, events and interaction between people (discursive). Positioning may become socially restrictive when disruptive discursive episodes have a negative impact on individual self-identity. An interpretive biographical study of 11 participants in a transitional residency (temporary housing for homeless adults and families) was conducted to explore adult learning and reconnection with social networks after discursive positioning episodes. Positioning theory served as the primary theoretical framework with social learning and social cognition as complementary constructs. Data sources included a questionnaire completed by 11 participants, four personal interviews, classroom observations, and this researcher's daily journal. Data from each source were analyzed inductively for themes and the reported patterns were corroborated across all the sources. A major conclusion drawn from the findings of this study is that when transitional residents encounter a gap between what they already know and how they participate in social networks, the experience creates a condition for learning and helps them connect learning to change. Additionally, for transitional residents, experience is a powerful tool for teaching because adults learn differently from one another, have widely different experiences, and can be guided to make meaning through reflection on their experience. Areas for further study in adult education practices include an assessment of learning needs at entry and exit points from transitional residency and continued exploration of the role of self-identity in the learning process. With support from formal and informal learning environments, transitional residents can become proactive learners and participants in society. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A