Learning and identity development are lifetime processes of
becoming. The construction of self, of interest to scholars and
practitioners in adult development and adult learning, is an
ongoing process, with the self both forming and being formed by
lived experience in privileged and oppressive contexts.
Intersecting identities and the power dynamics within them shape
how learners define themselves and others and how they make meaning
of their experiences in the world. The series, I Am What I Become:
Constructing Identities as Lifelong Learners, is an insightful and
diverse collection of empirical research and narrative essays in
identity development, adult development, and adult learning. The
purpose of this series is to publish contributions that highlight
the intimate and intricate connections between learning and
identity. The series aims to assist our readers to understand and
nurture adults who are always in the process of becoming. We hope
to promote reflection and research at the intersection of identity
and adult learning at any point across the adult lifespan. The rich
array of qualitative research designs as well as autobiographic and
narrative essays transform and expand our understanding of the
lived experience of people both like us and unlike us, from the
U.S. and beyond. Identity and Lifelong Learning: Becoming through
Lived Experience, Volume Two of the series, focuses on identity and
learning within informal settings and life experiences. The
contributions showcase the many ways that identity development and
learning occur within cultural domains, through developmental and
identity challenges or transitions in career or role, and in a
variety of places from assisted living facilities to makerspaces.
These chapters highlight identity and learning across the adult
lifespan from millennials and emerging adults to midlife and older
adults. The authors examine cultural, relational and social
identity exploration and learning in international contexts and
within marginalized communities. This volume features
phenomenological and ethnographic qualitative studies,
autoethnographies, case studies, and narratives that engage the
reader in the myriad ways that adult development, learning, and
identity connect and influence each other.
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