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TitelAgency, identity and learning at turning points in women’s lives. A comparative UK-Italian analysis
Autoren GND-ID; GND-ID ORCID
OriginalveröffentlichungEuropean journal for Research on the Education and Learning of Adults 10 (2019) 1, S. 47-63 ZDB
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Schlagwörter (Deutsch)Internationaler Vergleich; Vergleichende Erziehungswissenschaft; Erwachsenenbildung; Frau; Erwachsener; Mittleres Lebensalter; Erwachsenenleben; Lebensereignis; Identität; Familienleben; Lebenserfahrung; Lebensablauf; Zeichnung; Selbstbeobachtung; Lernen; Selbstreflexion; Frauenforschung; Arbeitsleben; Beziehung; Kultureller Unterschied; Informelles Lernen; Informelle Bildung; Biografisches Lernen; Autobiografie; Qualitative Forschung; Narratives Interview; Interview; Großbritannien; England; Schottland; Wales; Italien
TeildisziplinErwachsenenbildung / Weiterbildung
Frauen- und Geschlechterforschung in der Erziehungswissenschaft
DokumentartAufsatz (Zeitschrift)
ISSN2000-7426
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):This paper discusses the ways in which women aged 50, in two different cultural contexts (United Kingdom and Italy) narrate and portray turning points in their life course. Particular emphasis is put on the relationships between identity, learning and agency that emerge through work, family and life experiences. The reference paradigm is adopted from Narrative Learning Theory and the approach is qualitative and comparative in analysing the participant’s voice. For the UK sample, the data sources are 16 semi-structured interviews, including drawings representing the life course, selected from the study deposited in the UK Archives Data under the “Social Participation and Identity” project; for the Italian sample, the data sources are 28 semistructured interviews and drawings, based on the same selected items of the UK interviews and provided by women living in the North-East of Italy. This study will show how women’s representations of their life course and of turning points in their lives reveal different propensities to reflect on and learn from their own lives. The comparative perspective highlights, through two-level analysis (micro and macro) and by contrasting cultural, relational and social contexts, variations in ways these women are enabled or restricted in moving their lives forward. The research also contributes to methodological insight into the use of drawings in elucidating life course narratives. (DIPF/Orig.)
weitere Beiträge dieser ZeitschriftEuropean journal for Research on the Education and Learning of Adults Jahr: 2019
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Eintrag erfolgte am03.05.2019
Empfohlene ZitierungBiasin, Chiara; Evans, Karen: Agency, identity and learning at turning points in women’s lives. A comparative UK-Italian analysis - In: European journal for Research on the Education and Learning of Adults 10 (2019) 1, S. 47-63 - URN: urn:nbn:de:0111-pedocs-170473
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