Rhizoactivity: Toward a postmodern theory of lifelong learning

Adult Education Quarterly

Volumn 57, Issue 3, 2007, Pages 205-220

  Dae, Joong Kang ^a,b  

^a UNIVERSITY OF GEORGIA   (United States)

^b Ministry of Education and Human Resources Development   (South Korea)

Author keywords

Adult learning; Lifelong learning; Postmodernism; Rhizome

Indexed keywords

EID: 34247560646     PISSN: 07417136     EISSN: 15523047     Source Type: Journal    
DOI: 10.1177/0741713606297445     Document Type: Article

References (60)

1. Alvermann, D.E. (2000). Researching libraries, literacies, and lives: A rhizoanalysis. In E. St. Pierre W. S. Pillow (Eds.), Working the ruins: Feminist poststructural theory and methods in education (pp. 114-129). New York: Routledge.
2. Bagnall, R.G. (1999). Discovering radical contingency: Building a postmodern agenda in adult education. New York: Peter Lang.
3. Beaudoin, C. (1999). Integrating somatic learning into everyday life. Canadian Journal of Education, 24 (1). 76-80.
4. Boud, D., Keogh, R., Walker, D. (Eds.). (1985). Reflection: Turning experience into learning. London: Kogan Page.
5. Briton, D. (1996). The modern practice of adult education: A postmodern critique. Albany: State University of New York Press.
6. Chaiklin, S., Lave, J. (Eds.). (1996). Understanding practice: Perspectives on activity and context. New York: Cambridge University Press.
7. Clark, M.C. (1999). Challenging the unitary self: Adult education, feminist theory, and nonunitary subjectivity. Canadian Journal for the Study of Adult Education, 13 (2). 39-48.
8. Clark, M.C., Dirkx, J.M. (2000). Moving beyond a unitary self: A reflective dialogue. In A. L. Wilson E. Hayes (Eds.), Handbook of adult and continuing education (pp. 101-116). San Francisco: Jossey-Bass.
9. Clark, M.C., Wilson, A.L. (1991). Context and rationality in Mezirow's theory of transformational learning. Adult Education Quarterly, 41 (2). 75-91.
10. Dehmel, A. (2006). Making a European area of lifelong learning a reality? Some critical reflections on the European Union's lifelong learning policies. Comparative Education, 42 (1). 49-62.
11. Deleuze, G., Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia (B. Massumi, Trans.). Minneapolis: University of Minnesota Press. (Original work published 1980 ).
12. Edwards, R., Ranson, S., Strain, M. (2002). Reflexivity: Towards a theory of lifelong learning. International Journal of Lifelong Education, 21 (6). 525-536.
13. Edwards, R., Usher, R. (1998). Lo(o)s(en)ing the boundaries: From education to lifelong learning. Studies in Continuing Education, 20 (1). 83-103.
14. Edwards, R., Usher, R. (2001). Lifelong learning: A postmodern condition of education? Adult Education Quarterly, 51 (4). 273-287.
15. Engestrm, Y., Miettinen, R. (1999). Introduction. In Y. Engestrm, R. Miettinen, R.-L. Punamki (Eds.), Perspectives on activity theory (pp. 1-16). New York: Cambridge University Press.
16. Engestrm, Y., Miettinen, R., Punamki, R.-L. (Eds.). (1999). Perspectives on activity theory. New York: Cambridge University Press.
17. English, L.M., Fenwick, T.J., Parsons, J. (2003). Spirituality of adult education and training. Malabar, FL: Krieger.
18. English, L. M., Gillen, M. A. (Eds.). (2000). Addressing the spiritual dimensions of adult learning: What educators can do. New Directions for Adult and Continuing Education, No. 85. San Francisco: Jossey-Bass.
19. Fenwick, T.J. (2003 a). Learning through experience: Troubling orthodoxies and intersecting questions. Malabar, FL: Krieger.
20. Fenwick, T.J. (2003 b). Reclaiming and re-embodying experiential learning through complexity science. Studies in the Education of Adults, 35 (2). 123-141.
21. Fichtner, B. (1999). Activity revisited as an explanatory principle and as an object of study: Old limits and new perspectives. In S. Chaiklin, M. Hedegaard, U. J. Jensen (Eds.), Activity theory and social practice: Cultural-historical approaches (pp. 51-65). Aarhus, Denmark: Aarhus University Press.
22. Finger, M., Asn, J.M. (2001). Adult education at the crossroads: Learning our way out. Leicester, United Kingdom: NIACE.
23. Gee, J.P. (1999). The future of the social turn: Social minds and the new capitalism. Research on Language Social Interaction, 32 (1 2). 61-68.
24. Gee, J.P. (2000). Communities of practice in the new capitalism. Journal of the Learning Sciences, 9 (4). 515-523.
25. Giddens, A. (1993). New rules of sociological method: A positive critique of interpretative sociologies (2 nd ed.). Stanford, CA: Stanford University Press.
26. Gustafson, D.L. (1999). Embodied learning: The body as an epistemological site. In M. Mayberry E. C. Rose (Eds.), Meeting the challenge: Innovative feminist pedagogies in action (pp. 249-273). New York: Routledge.
27. Hart, M., Holton, D. (1993). Beyond God the father and the mother: Adult education and spirituality. In P. Jarvis N. Walters (Eds.), Adult education and theological interpretations (pp. 237-258). Malabar, FL: Krieger.
28. Illeris, K. (2002). The three dimensions of learning: Contemporary learning theory in the tension field between the cognitive, the emotional and the social (D. Reader M. Malone, Trans.). Roskilde, Denmark: Roskilde University Press.
29. Illeris, K. (2004). Adult education and adult learning. Malabar, FL: Krieger.
30. Jackson, A.Y. (2003). Rhizovocality. International Journal of Qualitative Studies in Education, 16 (5). 693-710.
31. Jarvis, P. (2006). Towards a comprehensive theory of human learning. New York: Routledge.
32. Jarvis, P., Holford, J., Griffin, C. (2003). The theory practice of learning (2 nd ed.). London: Kogan Page.
33. Kerka, S. (2002). Somatic/embodied learning and adult education. Trends and Issues Alert, No. 32. Columbus, OH: ERIC Clearinghouse on Adult Career and Vocational Education, (ERIC Document Reproduction Service No. ED 462550).
34. Knowles, M.S. (1970). The modern practice of adult education: Andragogy versus pedagogy. New York: Association Press.
35. Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
36. Kramnick, I. (1995). Introduction. In I. Kramnick (Ed.), The portable Enlightenment reader (pp. ixxxviii). New York: Penguin.
37. Lave, J., Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
38. Lindeman, E.C. (1926). The meaning of adult education. New York: New Republic.
39. Massumi, B. (1987). Translator's foreword. In G. Deleuze F. Guattari, A thousand plateaus: Capitalism and schizophrenia (pp. ix - xv). Minneapolis: University of Minnesota Press.
40. Merriam, S.B. (2004). The role of cognitive development in Mezirow's transformational learning theory. Adult Education Quarterly, 55 (1). 60-68.
41. Merriam, S. B. (Ed.). (2001). The new update on adult learning theory. San Francisco: Jossey-Bass.
42. Merriam, S.B., Caffarella, R.S. (1999). Learning in adulthood (2 nd ed.). San Francisco: Jossey-Bass.
43. Mezirow, J. (1990). How critical reflection triggers transformative learning. In J. Mezirow Associates (Eds.), Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning (pp. 1-20). San Francisco: Jossey-Bass.
44. Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
45. Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformation theory. In J. Mezirow Associates (Eds.), Learning as transformation: Critical perspectives on a theory in progress (pp. 3-33). San Francisco: Jossey-Bass.
46. Michelson, E. (1998). Re-membering: The return of the body to experiential learning. Studies in Continuing Education, 20 (2). 217-233.
47. Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In J. V. Wertsch, P. d. Ro, A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139-164). New York: Cambridge University Press.
48. Scott, J.W. (1991). The evidence of experience. Critical Inquiry, 17 (4). 773-797.
49. Spivak, G.C. (1997). Translator's preface. In J. Derrida, Of grammatology (Corrected ed., pp. ix - lxxxvii). Baltimore: Johns Hopkins University Press. (Original translation published 1974.)
50. Taylor, E.W. (1997). Building upon the theoretical debate: A critical review of the empirical studies of Mezirow's transformative learning theory. Adult Education Quarterly, 48 (1). 34-59.
51. Taylor, E.W. (2000). Analyzing research on transformative learning theory. In J. Mezirow Associates (Eds.), Learning as transformation: Critical perspectives on a theory in progress (pp. 285-328). San Francisco: Jossey-Bass.
52. Tennant, M.C. (1993). Perspective transformation and adult development. Adult Education Quarterly, 44 (1). 34-42.
53. Usher, R. (1989). Locating experience in language: Towards a poststructuralist theory of experience. Adult Education Quarterly, 40 (1). 23-32.
54. Usher, R., Bryant, I., Johnston, R. (1997). Adult education and the postmodern challenge: Learning beyond the limits. New York: Routledge.
55. Usher, R., Edwards, R. (1994). Postmodernism and education. New York: Routledge.
56. Welton, M. R. (Ed.). (1995). In defense of the lifeworld: Critical perspectives on adult learning. Albany: State University of New York Press.
57. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.
58. Wenger, E., Snyder, W. (2000). Communities of practice: The organizational frontier. Harvard Business Review, 78 (1). 139-145.
59. Wertsch, J. V., Ro, P. d., Alvarez, A. (Eds.). (1995). Sociocultural studies of mind. New York: Cambridge University Press.
60. Wilson, A.L., Hayes, E. (2000). On thought and action in adult and continuing education. In A. L. Wilson E. Hayes (Eds.), Handbook of adult and continuing education (pp. 15-32). San Francisco: Jossey-Bass.