Disclosure and Self-Advocacy in Higher Education: Emerging into Adulthood with a Disability

A study of leaners with disabilities in postsecondary education moving from dependent special education K12 students to self-authored adult learners reveals complex disclosure and self-advocacy interactions with faculty, peers, and disability staff

Quiet Noise: Adult Education’s Silence on Disabilities

This literature review documents the omission of disability in adult education discourse on power distribution, access to education, and inclusion in educational settings and suggests ways to address this exclusion

Becoming Culturally Proficient Qualitative Researchers by Crossing Geographic and Methodological Borders

This article explores how novice researchers develop a scholarly identity as they cross geographic, cultural, institutional, identity, and methodological borders throughout their studies, experiencing insider, outsider, and in-betweener positions. It hypothesizes that researchers become more culturally proficient through their fieldwork and self-study. The autoethnographic narratives address the social justice issues encountered by two early career researchers who increased their cultural proficiency and self-awareness as they moved across multiple cultural contexts. By shifting back and forth between insider, outsider, and in-betweener, the researchers became more culturally proficient, developed their voices as researchers, and practiced inclusivity by amplifying marginalized voices. Their self-reflective analysis of autoethnographic writing speaks to early career and graduate qualitative researchers who must recognize their positionality and their placement on the cultural proficiency continuum to be effective scholars in cross-cultural research

Becoming Culturally Proficient Qualitative Researchers by Crossing Geographic and Methodological Borders

This article explores how novice researchers develop a scholarly identity as they cross geographic, cultural, institutional, identity, and methodological borders throughout their studies, experiencing insider, outsider, and in-betweener positions. It hypothesizes that researchers become more culturally proficient through their fieldwork and self-study. The autoethnographic narratives address the social justice issues encountered by two early career researchers who increased their cultural proficiency and self-awareness as they moved across multiple cultural contexts. By shifting back and forth between insider, outsider, and in-betweener, the researchers became more culturally proficient, developed their voices as researchers, and practiced inclusivity by amplifying marginalized voices. Their self-reflective analysis of autoethnographic writing speaks to early career and graduate qualitative researchers who must recognize their positionality and their placement on the cultural proficiency continuum to be effective scholars in cross-cultural research

Resisting the Pressures of Academia: The Importance of Including Care in Doctoral Study

This study examines the effects of caring relationships in doctoral study. An exploration of the experiences of first year female students showed care facilitated learning

Mothers as “Others”: Identity of Mothers of Children with Disabilities and Adult Education Discourse

This literature review will explore experiences and identity development of mothers of children with disabilities. Intersections between adult education and critical disability theory, as well as practice implications, are identified

Do the Hard Work : Identity Development and First Year Doctoral Students

This qualitative, phenomenological study examined the experiences of first year graduate students learning to become doctoral students in education doctoral programs. Findings include the centrality of identity development and social justice

Developing Profoundabilities: A New Model for Adult Educators

The Profoundabilities Model of human potentiality highlights the development of remarkable abilities in all learners. It emphasizes well-being and flourishing through a strength-based approach to adult education

Understanding and Managing the Emotional Labor of Qualitative Research

Um Lösungen für qualitative Forscher*innen anzubieten, die an der Überwindung emotionaler Arbeit arbeiten, haben wir uns auf Daten aus der Feldforschung mit marginalisierten Bevölkerungsgruppen konzentriert, darunter Mütter von Kindern mit Behinderungen, nordkoreanische Flüchtlinge und Pädagog*innen, die in unterfinanzierten und abgelegenen ländlichen Schulbezirken arbeiten. Es ist wichtig, die Bedeutung emotionaler Arbeit in qualitativen Studien anzuerkennen, da sie persönliche Konsequenzen für die Forscher*innen haben und auch die Erfahrungen von vulnerablen Teilnehmer*innengruppen sowie die Datenanalyse beeinflussen kann. Mittels einer dreiteiligen Form der Autoethnografie reflektierten wir unsere eigenen Erfahrungen mit emotionaler Arbeit. Anhand von Feldnotizen und Diskussionen während und nach der Feldarbeit untersuchten wir, wie wir die Belastungen der emotionalen Arbeit durch persönliche, beziehungsbezogene und pädagogische Ansätze überwinden können. Indem wir potenzielle Bereiche herausarbeiten, in denen Wissenschaftler*innen sich vor Schwierigkeiten schützen und persönlich und kollaborativ wachsen können, können unsere Ergebnisse Forschenden, Lehrenden und Studierenden helfen, sich besser auf die Untersuchung der Herausforderungen vorzubereiten, mit denen marginalisierte Bevölkerungsgruppen konfrontiert sind, und gleichzeitig soziale Gerechtigkeit und Fürsprache zu fördern.To offer solutions for qualitative researchers who are working to overcome emotional labor, we have drawn on data from fieldwork focused on marginalized populations including mothers of children with disabilities, North Korean defectors, and educators working in under-resourced, remote rural school districts. It is important to recognize the significance of emotional labor in qualitative studies as its effects can have personal consequences for the researchers, can influence the experiences of vulnerable participant populations, and can shape data analysis. Through a tripartite form of autoethnography, we explored our own experiences of emotional labor. Based on field notes and discussions both during and after fieldwork, we investigated ways to overcome the burdens of emotional labor through personal, relational, and instructional approaches. By elaborating potential areas where scholars can protect themselves from difficulties and grow personally and collaboratively, our findings can help researchers, educators, and students better prepare themselves for investigating the challenges facing marginalized populations while promoting social justice and advocacy

Creating Connection by Design: Supporting Adult Learners by Building Inclusive Online Academic Communities

Students are struggling to build online connections in classrooms. This instructional model provides strategies for working with learners with social skill, mental health, and communication challenges to improve community