Navigating Theoretical Borderlands in My Research Journey.
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| Title: | Navigating Theoretical Borderlands in My Research Journey. |
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| Authors: | Hou, Yulu1 (AUTHOR) houyulu@msu.edu |
| Source: | Adult Learning. May2026, Vol. 37 Issue 2, p136-139. 4p. |
| Subject Terms: | *School-to-work transition, *Transformative learning, *Adult learning, Constructivism (Philosophy), Poststructuralism, Reflexivity, Identity (Psychology) |
| Abstract: | The article focuses on navigating theoretical tensions in adult learning research, particularly the integration of constructivist and poststructuralist paradigms in studying school-to-work transitions. It highlights how constructivism emphasizes individual agency and meaning-making, while poststructuralism critiques stable identities by foregrounding power and discourse, creating a complex "theoretical borderland" rather than a resolved framework. The author reflects on the methodological and epistemological challenges of balancing these perspectives through reflexivity and participant-centered inquiry, proposing that embracing such tensions can enrich understanding of adult learners’ identity transformations. Implications are offered for adult educators, researchers, and learners to engage with complexity, ambiguity, and systemic influences as part of ongoing transformative learning processes. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | The article focuses on navigating theoretical tensions in adult learning research, particularly the integration of constructivist and poststructuralist paradigms in studying school-to-work transitions. It highlights how constructivism emphasizes individual agency and meaning-making, while poststructuralism critiques stable identities by foregrounding power and discourse, creating a complex "theoretical borderland" rather than a resolved framework. The author reflects on the methodological and epistemological challenges of balancing these perspectives through reflexivity and participant-centered inquiry, proposing that embracing such tensions can enrich understanding of adult learners’ identity transformations. Implications are offered for adult educators, researchers, and learners to engage with complexity, ambiguity, and systemic influences as part of ongoing transformative learning processes. [Extracted from the article] |
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| ISSN: | 10451595 |
| DOI: | 10.1177/10451595251375400 |
