From The Personal To The Collective: The Use Of Group Narrative In Adult Learning: Gathering The Separate And Collective Stories Of A Marginalized Group

Abstract

Recognizing and valuing the experiences of individual adult learners is a key component of adult education. Moving adult learners toward reflective action, or praxis, depends upon the learner and educator creating a space where the student’s voice can be heard. This means realigning the power dynamic between teacher and student so that they become co-learners. The following research method models an approach that values the individual and corporate voices of a marginalized group through a renegotiation of power between the researcher and the researched. This model uses an application life history that connects personal inquiry and learner collaboration in the process of gathering stories from clergywomen ordained from 1974-1990 in The North Indiana Conference of The United Methodist Church. Many of the women engaged in this study are colleagues who have often competed with one another for power and position within the conference hierarchy. This has placed them in adversarial rather than supportive relationships with one another and with other women in ministry. The structure of this research project has not only realigned the power dynamic between researcher and researched, but has broken through some of these power barriers as these women have started sharing their stories with one another.