'Walk in My Shoes': The Worlds of Adult Learners Experiencing Homelessness at an Addiction Recovery Shelter
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| Title: | 'Walk in My Shoes': The Worlds of Adult Learners Experiencing Homelessness at an Addiction Recovery Shelter |
|---|---|
| Language: | English |
| Authors: | Mai Zaru, Alexandra E. Pavlakis, Margeret Hall, Michelle Friend |
| Source: | AERA Online Paper Repository. 2025. |
| Availability: | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Adult Education |
| Descriptors: | Homeless People, Adult Students, MOOCs, Online Courses, Rehabilitation Programs, Residential Institutions, Self Concept, Interviews, Social Networks, Social Support Groups, Addictive Behavior, Perspective Taking, Information Technology |
| Geographic Terms: | Nebraska (Omaha) |
| DOI: | 10.3102/2183187 |
| Abstract: | Experiences of homelessness intersect with structural barriers such as classism and racism, impacting education, health, and life opportunities. This qualitative case study investigates how individuals in addiction recovery at a homeless shelter engage in an online course to learn software skills and navigate complex environments as adult-learners. Through 36 interviews (to date) with individuals experiencing homelessness and shelter staff, we utilize the 'Figured Worlds' framework (Holland et al., 1998) to explore how they (re)define their identities. Our findings highlight the multifaceted self-concepts of participants, offering insights for adult-education scholars and practitioners interested in understanding their self-concept. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678497 |
| Database: | ERIC |
| Abstract: | Experiences of homelessness intersect with structural barriers such as classism and racism, impacting education, health, and life opportunities. This qualitative case study investigates how individuals in addiction recovery at a homeless shelter engage in an online course to learn software skills and navigate complex environments as adult-learners. Through 36 interviews (to date) with individuals experiencing homelessness and shelter staff, we utilize the 'Figured Worlds' framework (Holland et al., 1998) to explore how they (re)define their identities. Our findings highlight the multifaceted self-concepts of participants, offering insights for adult-education scholars and practitioners interested in understanding their self-concept. |
|---|---|
| DOI: | 10.3102/2183187 |
