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Finding Points Of Intersection: Learning Through Feminist Non-Credit Learning Processes, Christine Mckenzie
Finding Points Of Intersection: Learning Through Feminist Non-Credit Learning Processes, Christine Mckenzie
Adult Education Research Conference
The praxis I develop in this paper comes from this empirical research and is also based on my experience as an adult educator in non-credit contexts over the past 15 years. Following a brief overview of my study, I discuss key findings, which relates to the tension between holistic and challenging practices as methods for bringing differently-located women learners together and the impact of educators’ awareness of their social locations on learning processes. This research revealed the centrality of educators’ identity in their practices and the limitations of intersectionality and interlocking identities frameworks in praxis.
Expanding The Conversation On Adult Learning Theories: Theorizing African American Women’S Learning And Development In Predominantly White Organizations, Marilyn Y. Byrd, Dominique T. Chlup
Expanding The Conversation On Adult Learning Theories: Theorizing African American Women’S Learning And Development In Predominantly White Organizations, Marilyn Y. Byrd, Dominique T. Chlup
Adult Education Research Conference
This study is a qualitative, interpretative examination of nine African American women’s (AAW’s) experiences while working in a leadership position at a predominantly White organization and the learning experiences that emerged from these encounters. Black feminist theory (BFT) is used as a sociocultural framework to explain how the participants learned from these experiences. Three main learning themes emerged: learning from influential sources, learning through divine guidance, and learning through affirmation of self. We posit that sociocultural theories derived from AAW’s ways of knowing is necessary to move the field of adult education toward more inclusive ways of theorizing learning.