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JournalISSN: 0260-1370

International Journal of Lifelong Education 

Taylor & Francis
About: International Journal of Lifelong Education is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Adult education & Lifelong learning. It has an ISSN identifier of 0260-1370. Over the lifetime, 1529 publications have been published receiving 32657 citations.


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Journal ArticleDOI
TL;DR: The authors explored insider/outsider status in a cross-cultural setting using case studies of a Black woman interviewing other Black women, Asian graduate students in the US interviewing people from 'back home' and an African professor learning from African businesswomen.
Abstract: Early discussions of insider/outsider status assumed that the researcher was predominately an insider or an outsider and that each status carried with it certain advantages and disadvantages. More recent discussions have unveiled the complexity inherent in either status and have acknowledged that the boundaries between the two positions are not all that clearly delineated. Four case studies - a Black woman interviewing other Black women, Asian graduate students in the US interviewing people from ‘back home’, an African professor learning from African businesswomen, and a cross-cultural team studying aging in a nonWestern culture - are used as the data base to explore the complexities of researching within and across cultures. Positionality, power, and representation proved to be useful concepts for exploring insider/outsider dynamics.

989 citations

Journal ArticleDOI
TL;DR: In this paper, the authors present a review of the last significant review of research about transformative learning, focusing mainly on unpublished dissertations and focusing on the complex nature of critical reflection, relationships, the nature of a perspective transformation and the role of context.
Abstract: The last significant review of research about transformative learning was in 1998 and was mostly focused on unpublished dissertations. In response, this paper reviews an exhaustive body of research conducted since that time, involving 40 studies, published in peer‐review journals with a lens of analysis of new findings and insights on transformative learning theory. The review finds less research less about identifying transformative experiences in different setting, and more about fostering transformative learning and the complex nature of critical reflection, relationships, the nature of a perspective transformation and the role of context. Furthermore, even though qualitative designs still dominate, they have become more sophisticated and creative, including longitudinal and mixed‐method designs and the use of video and photography.

889 citations

Journal ArticleDOI
TL;DR: In this article, the authors discuss how Kolb introduced and used the Lewinian tradition of action research and the work of John Dewey to substantiate his model and conclude that Kolb generalizes a very speci® c and unilateral mode of experience ± feedback session in T-group training into a general model of learning.
Abstract: The conception of experiential learning is an established approach in the tradition of adult education theory. David Kolb’ s four-stage model of experiential learning is a fundamental presentationof theapproach.Inhiswork ExperientialLearning,Kolb statesthatJohnDewey, Kurt Lewin and Jean Piaget are the founders of the approach. The article discusses Kolb’ s eclectic method of constructing his model of experiential learning. It studies how Kolb introduces and uses the Lewinian tradition of action research and the work of John Dewey to substantiate his model. It is concluded that Kolb generalizes a historically very speci® c and unilateral mode of experience ± feedback session in T-group training ± into a general model of learning. Kolb’ s

558 citations

Journal ArticleDOI
TL;DR: This paper examined the extent to which Hong Kong adult learners adopt learning styles consonant with those outlined in the second section, and found that Hong Kong adults are receptive to new modes of learning and go on to adopt a learning style quite different from those they deployed in school.
Abstract: The picture that often emerges from the research literature on ‘Chinese learners’ is a caricature of rote-learning, memorization and passivity. This article takes issue with the stereotype. The paper is in three parts. The first part considers the extent to which Chinese culture may influence Chinese learning styles. Some received opinions are counterpoised with more recent reinterpretations. The paper later examines some of the findings from the literature on effective adult learning. The third part explores the extent to which Hong Kong adult learners adopt learning styles consonant with those outlined in the second section. The results of the survey research, action learning projects and case studies considered suggest that Hong Kong adult learners are receptive to new modes of learning and go on to adopt learning styles quite different from those they deployed in school. The arguments are situated within the literature on adult Chinese second language (L2) learning but have wider resonance and applica...

398 citations

Journal ArticleDOI
Knud Illeris1
TL;DR: In this article, the authors present a theory based on two fundamental assumptions that all learning includes two essentially different types of process, namely an external interaction process between the learner and his or her social, cultural and material environment and an internal psychological process of acquisition and elaboration in which new impulses are connected with the results of prior learning.
Abstract: The modern concept of competence comprises not only relevant knowledge and skills, but also a range of personal qualities and the ability to perform adequately and flexibly in well-known and unknown situations. To be up-to-date, the concept of learning must be understood in the same broad sense, and therefore traditional learning theories must be revised. The theory presented is based on two fundamental assumptions. Firstly, that all learning includes two essentially different types of process, namely an external interaction process between the learner and his or her social, cultural and material environment, and an internal psychological process of acquisition and elaboration in which new impulses are connected with the results of prior learning. Secondly, that all learning includes three dimensions, namely, the cognitive dimension of knowledge and skills, the emotional dimension of feelings and motivation, and the social dimension of communication and co-operation—all of which are embedded in a societal...

385 citations

Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
202324
202252
202143
202051
201957
201859