I Am Not Alone: Expanding the Epistemological Framework for Supporting Marginalized Women's Transformative Learning

Autor/in	Bridwell, Sandra D.
Titel	I Am Not Alone: Expanding the Epistemological Framework for Supporting Marginalized Women's Transformative Learning
Quelle	In: Journal of Transformative Education, 18 (2020) 3, S.190-208 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bridwell, Sandra D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-3446
DOI	10.1177/1541344620920861
Schlagwörter	Epistemology; Females; At Risk Persons; Transformative Learning; Emergency Shelters; Homeless People; Minority Groups; Educational Objectives; Feminism; Adult Literacy; Adult Students; Student Experience; Student Attitudes; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Weibliches Geschlecht; Risikogruppe; Pädagogische Transformation; Notunterkunft; Homeless person; Homeless persons; Obdachloser; Ethnische Minderheit; Educational objective; Bildungsziel; Erziehungsziel; Feminismus; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Studienerfahrung; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Marginalized adults have limited access to learning experiences that prioritize reflection and discourse, both considered preconditions in the Mezirow-informed field of transformative learning (TL). Using narrative analysis of a staff focus group and participant interviews over a 1-year learning journey, this study shows how a literacy program in a women's homeless shelter created conditions that supported TL for two marginalized women of color. Results show how program learning goals were attuned to issues of positionality for women marginalized by race, class, and gender and were consistent with Africentric womanist epistemological and axiological assumptions. Conditions that fostered connectedness among women in troubling contexts and contributed to qualitative change in ways of knowing included purposeful spaces dedicated to reflection, dialogue, and student-centered pedagogy. The findings have important implications for the theoretical grounding of policy and practice in support of marginalized women's TL. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01