Key learning experiences of Chilean adults in situations of vulnerability: Recognition as a reason for learning
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Fecha
2017
Autores
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
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Título del volumen
Editor
Universidad Austral de Chile
Nombre de Curso
Licencia CC
Attribution 4.0 International
CC BY 4.0
Deed
Licencia CC
https://creativecommons.org/licenses/by/4.0/deed.en
Resumen
This article presents a study focused on key learning experiences of adults living in conditions of social exclusion. The objective was to identify the meanings that 63 Chileans, students at a popular training institute, have about the learning experiences that have marked them the most. Methodologically, through the qualitative analysis of vignettes collected through written questionnaires, we investigated elements of their sense of recognition as learners. The results indicate that most of the key learning experiences relate to searching for recognition themes. These identified experiences allow the subject to connect with different learning motives. In our discussion of findings, we integrate concepts such as recognition, alterity, and subjectivity, aiming to contribute to the processes of reflexivity required in all qualitative research. © 2017 Universidad Austral de Chile.
Notas
Indexación: Scopus
Palabras clave
Ethics, Learner identity, Motifs, Recognition
Citación
Estudios Pedagogicos Volume 43, Issue 3, Pages 325 - 3392017
DOI
10.4067/S0718-07052017000300019