Intimacy and Ethical Action in Adult Education

Plumb, Donovan

doi:10.1002/nha3.10335

Cited by 2 publications

(3 citation statements)

References 27 publications

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“…By resisting societal norms, and in constructing their sexual and relational roles, bottoms’ transformative learning (Mezirow, ) poses discomfort but is worthwhile: “our identity structures tightly constrain what we allow ourselves to risk learning. Shifting these structures removes defenses and opens us to new vistas of learning” (Plumb, , p. 15). The reflective fugitive knowledge (Hill, ) in bottoms is different from the learning experienced by heterosexual men because rarely must heterosexual men consider how their sexual preferences can and do impact other aspects of their lives or produce stigma.…”

Section: Discussionmentioning

confidence: 99%

Creating Fugitive Knowledge through Disorienting Dilemmas: The Issue of Bottom Identity Development

McGill

Collins

2015

New Horizons in Adult Education and Human Resource Development

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Despite sexuality being a powerful source of emotional and physical experiences and learning, it remains underexplored as an area of interest and investigation in adult education and human resource development (HRD). Most work on sexuality in adult education and HRD has focused on learning, work experiences, discrimination, acceptance, and health and wellness for lesbian, gay, bisexual, and transgender (LGBT) people. Notably, there is a need for conversations about sexuality that move beyond our most basic understandings of orientations (such as heterosexual, bisexual, and homosexual) or temperaments (such as conservative/traditional or progressive/nontraditional). One particularly interesting place to begin new conversations is by examining subidentity groups, such as gay men who identify as bottoms (generally prefer receptive roles during anal and/or oral intercourse) because these men are likely to experience stigma related to the constraints of both heteronormative, homonormative, and gendered ideals. The purpose of this article is to explore how the fields of adult education and HRD might come to understand bottom identity development and how some gay men cultivate, construct, perform, and embody bottom identities in a variety of contexts.

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Section: Discussionmentioning

confidence: 99%

Creating Fugitive Knowledge through Disorienting Dilemmas: The Issue of Bottom Identity Development

McGill

Collins

2015

New Horizons in Adult Education and Human Resource Development

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“……we have in part been constituted by these [social] constructions, but that as they are [italics in original] constructions, they can be thrown off and a world that is more honoring and more accepting, more equitable and more loving can be achieved. (Gunter, 1996, p. 59) In his article, "Intimacy and Ethical Action in Adult Education," Donovan Plumb (2009) suggests a pathway for adult educators to achieve the type of world that Gunter (1996) envisions. Plumb argues that the personal qualities that enable us to have fulfilling (sexually) intimate relationships are also those that enable ethical action on the part of adult educators.…”

Section: P O I N T C O U N T E R P O I N T Funneling Toward Authentic...mentioning

confidence: 99%

“…In his article, “Intimacy and Ethical Action in Adult Education,” Donovan Plumb (2009) suggests a pathway for adult educators to achieve the type of world that Gunter (1996) envisions. Plumb argues that the personal qualities that enable us to have fulfilling (sexually) intimate relationships are also those that enable ethical action on the part of adult educators.…”

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confidence: 99%

Funneling toward Authenticity: A Response to “Intimacy and Ethical Behavior in Adult Education”

Callahan

2009

New Horizons in Adult Education and Human Resource Development

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The Importance of Work in an Age of Uncertainty: The Eroding Work Experience in America presents insights from Americans who share their experiences related to critical issues concerning work alongside relevant literature describing the psychological impact of work. The author argues for a need to infuse psychological perspectives while including workers' voices into research concerning labor and work issues. These voices are from those on the front lines of rapid workforce changes. Furthermore, he argues that, holistically, Americans will see no advancement toward a "just and dignified approach to working" without including those workers who are most affected (p. 193). The purpose of the text is to extend readers beyond an economic view of numbers and data in articulating work and labor issues through rich narratives from people about their work experiences. The author points to decades of missed opportunities in research that have failed to capture working Americans' voices; sadly, he explains, economics has been the defining force informing public policies concerning work and how society understands it. This point and the central thesis that all workers deserve dignified and accessible employment serve as motivating forces behind this piece.Blustein leverages interview data and his experience as a therapist, career counselor, professor, and researcher in psychology and workforce development to inform the writing and convey Americans' psychological experiences concerning work. The book consists of a preface, nine chapters, notes, and an index. Each chapter begins with an introduction composed of historical or personal frames of reference for the material. Interview vignettes and emerging themes follow this section. The final part of each chapter introduces more recent psychological and sociological research, which aids further insight into work during periods of uncertainty, such as recessions and job eliminations due to technological advances.Chapter 1 embraces the significant role work plays in fulfilling psychological and social needs, while Chapter 2 explores human ambition for survival. Thus, combining the research presented in Chapter 1 and the vignettes in Chapter 2 permits readers to visualize Maslow's hierarchy of needs. Blustein presents stories concerning individuals' struggles for financial security after the Great Recession, which correlates to the hierarchy's safety and physiological needs. Chapter 3 expands the discussion of needs, explaining that being with others is key to an individual's well-being. Blustein also devotes attention to emerging constructs that impede the benefits of working with others, such as automation and harassment.Chapter 4 explores how individuals construct meaning and purpose in life and connect with the greater social good through work. These narratives offer a glimpse into the lives of those experiencing a deep connection to work, the social impacts of work, or those who struggle to find work. Bluestein discusses the experience of individuals' motivation for working in...

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Intimacy and Ethical Action in Adult Education

Cited by 2 publications

References 27 publications

Creating Fugitive Knowledge through Disorienting Dilemmas: The Issue of Bottom Identity Development

Creating Fugitive Knowledge through Disorienting Dilemmas: The Issue of Bottom Identity Development

Funneling toward Authenticity: A Response to “Intimacy and Ethical Behavior in Adult Education”

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