Toward a New Pluralism in ABE/ESOL Classrooms: Teaching to Multiple "Cultures of Mind"

Kegan, Robert; Broderick, M.; Drago‐Severson, Eleanor; Helsing, Deborah; Popp, Nancy; Portnow, Kathryn

doi:10.1037/e372202004-001

Cited by 22 publications

(59 citation statements)

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“…Several of these themes are consistent with previous findings on how adult development affects ABE/ ESOL learning experiences (Kegan et al, 2001).…”

Section: Discussionsupporting

confidence: 84%

“…It employs Kegan's (1982Kegan's ( , 1994 CDT as a lens because of its prior success with understanding learning experiences of non-Western adults, including ABE/ESOL populations (Kegan et al, 2001;Lindsley, 2011;VillegasReimers, 1996), and its valid and reliable instrument for measuring meaning-making complexity, or developmental stages, the Subject Object Interview (SOI; Kegan, 1994;Lahey, Souvaine, Kegan, Goodman, & Felix, 1998).…”

Section: Research Design and Questionsmentioning

confidence: 99%

“…economically, or socially disadvantaged (Bridwell, 2013;Kegan et al, 2001). Some scholars have noted the potential risk of investigating adult learners through a developmental lens, which may favor growth and higher stages of development often afforded by resource-rich environments and access to privileges such as formal education and time for reflection (Brookfield & Holst, 2011).…”

mentioning

confidence: 98%

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Developmental Diversity in the Academic Language–Learning Experiences of Adult English as a Second or Other Language Learners

Ouellette-Schramm

2016

Adult Education Quarterly

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Academic language is a challenging yet increasingly important skill for Adult Basic Education/English as a Second or Other Language learners. Related to academic language learning is an adult's developmental perspective. Developmental perspectives have been shown to vary in adulthood and shape qualitatively distinct ways of reasoning and learning experiences. Using Kegan's constructive-developmental theory, which derives from Western psychology but has been implemented cross-culturally, this qualitative case study explores the academic language-learning experiences of nine Adult Basic Education/English as a Second or Other Language learners. The data include 18 semistructured qualitative interviews and class observations. Analysis includes the dual lenses of grounded theory and constructive-developmental theory. Findings suggest that developmental perspectives made a qualitative difference in how learners experienced academic language learning. Notably, "instrumental" learners described what looks like struggle, but from their developmental perspectives, represents a logical pathway toward success. Learners transitioning toward "selfauthoring" brought unique learning agendas and capacities for self-monitoring.

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“…Several of these themes are consistent with previous findings on how adult development affects ABE/ ESOL learning experiences (Kegan et al, 2001).…”

Section: Discussionsupporting

confidence: 84%

Section: Research Design and Questionsmentioning

confidence: 99%

mentioning

confidence: 98%

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Developmental Diversity in the Academic Language–Learning Experiences of Adult English as a Second or Other Language Learners

Ouellette-Schramm

2016

Adult Education Quarterly

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“…The tension for HE students between lecturers' expositions of a desire for students to make knowledge their own and develop their own answers and approaches whilst seeming to privilege 'right' answers at the point of assessment is well documented in the education literature (see, e.g. Laurillard 1998;Kegan et al 2001). For students this can make personal understanding seem 'risky' as it may be associated with the possibility of failure -something our students were keenly aware of.…”

Section: Learning Emotion and The Psychoanalytical Lensmentioning

confidence: 90%

The emotional turn in higher education: a psychoanalytic contribution

Gilmore

Anderson

2016

Teaching in Higher Education

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This article contributes to contemporary debates about the significance of emotions within Higher Education. Using a psychoanalytic lens we analyse the ways in which experiences of anxiety and tension are essential for learning. The anxiety associated with learning can stimulate meaningful and reflexive outcomes but 'learning inaction' [Vince, R. 2014. 'What Do HRD Scholars and Practitioners Need to Know About Power, Emotion, and HRD?' Human Resource Development Quarterly 25: 409-420] is also possible. In adopting a psychoanalytical lens we assert the agency of both learners and teachers in scholarly relationships and we draw attention to the emotions of educators as well as students. This has important implications for teacher education and academic formation activities. ARTICLE HISTORY

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“…The research about moral development-in which identity is essential and for which many scholars in the field of Environmental Education (EE) and Education for Sustainable Development (ESD) plead [60,61]-offers potential solutions. Those researching this area [62,63] show that, in order to enable individuals to give up their personal needs for the needs of others (or for the environment), a learning climate is needed in which real-life dilemmas are at the heart of learning and are not only considered real but felt as such. In an identity-learning process, individuals are given the opportunity not only to formulate, in an experiential way, solutions for the dilemmas faced, but more importantly, are invited into a collaborative dialogue about the meaning of the solutions they develop for themselves and others (see also reference [64]).…”

Section: Emotions and "Felt" Dilemmasmentioning

confidence: 99%

Environmental Identity and Natural Resources: A Dialogical Learning Process

2016

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Abstract:In this article, we elaborate on the role of dialogical learning in identity formation in the context of environmental education. First, we distinguish this kind of learning from conditioning and reproductive learning. We also show that identity learning is not self-evident and we point out the role of emotions. Using Dialogical Self Theory, we then suggest that individuals do not have an "identity hierarchy" but a dialogical self that attaches meaning to experiences in both conscious and unconscious ways. We describe the learning process that enables the dialogical self to develop itself, and we elaborate on the characteristics of a good dialogue. We conclude with some remarks expanding room for a dialogue that would foster identity learning.

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Toward a New Pluralism in ABE/ESOL Classrooms: Teaching to Multiple "Cultures of Mind"

Cited by 22 publications

References 0 publications

Developmental Diversity in the Academic Language–Learning Experiences of Adult English as a Second or Other Language Learners

Developmental Diversity in the Academic Language–Learning Experiences of Adult English as a Second or Other Language Learners

The emotional turn in higher education: a psychoanalytic contribution

Environmental Identity and Natural Resources: A Dialogical Learning Process

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