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Navigating Theoretical Borderlands in My Research Journey.

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Title: Navigating Theoretical Borderlands in My Research Journey.
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]
Copyright of Adult Learning is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Navigating Theoretical Borderlands in My Research Journey.
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  Data: 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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  Data: <i>Copyright of Adult Learning is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Transformative learning
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      – SubjectFull: Constructivism (Philosophy)
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      – SubjectFull: Poststructuralism
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      – SubjectFull: Reflexivity
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              Text: May2026
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