Situated Learning for Community Engagement: Chinese and Chinese Americans Transformative Action for Identity Reformation in the Context of the Politicalized COVID-19 Pandemic
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| Title: | Situated Learning for Community Engagement: Chinese and Chinese Americans Transformative Action for Identity Reformation in the Context of the Politicalized COVID-19 Pandemic |
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| Language: | English |
| Authors: | Qi Sun (ORCID |
| Source: | Adult Education Quarterly: A Journal of Research and Theory. 2024 74(4):321-340. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education |
| Descriptors: | Situated Learning, Community Involvement, Asian Americans, Asians, Transformative Learning, Self Concept, Individual Development, COVID-19, Pandemics, Learning Experience, Adult Learning, Adults, Social Development, Racism, Communities of Practice, Social Networks, Group Unity, Safety |
| DOI: | 10.1177/07417136241246737 |
| ISSN: | 0741-7136 1552-3047 |
| Abstract: | This qualitative case study examines the learning experiences of self-organized Chinese and Chinese American adults from the X Care Group amid the political repercussions of the COVID-19 pandemic. The findings revealed how care group members created meaning in their daily life experiences, reformed their identity, and increased their Chinese and Chinese American visibility. Situated learning is employed to understand participants' transformative actions through learning in their social engagement through their community of practice. These findings indicate that situated learning can lead to collective transformative action, personal and group growth in identity formation, and community engagement and social development through communities of practice. Subsequently, this study demonstrated how the X group learned to reform their new identities and respond to changes in their social environment. This study contributes to the collective dimension of situated learning theory and has implications for adult educators, researchers, and policymakers interested in fostering social change through community-based, situated learning. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1446827 |
| Database: | ERIC |
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| Abstract: | This qualitative case study examines the learning experiences of self-organized Chinese and Chinese American adults from the X Care Group amid the political repercussions of the COVID-19 pandemic. The findings revealed how care group members created meaning in their daily life experiences, reformed their identity, and increased their Chinese and Chinese American visibility. Situated learning is employed to understand participants' transformative actions through learning in their social engagement through their community of practice. These findings indicate that situated learning can lead to collective transformative action, personal and group growth in identity formation, and community engagement and social development through communities of practice. Subsequently, this study demonstrated how the X group learned to reform their new identities and respond to changes in their social environment. This study contributes to the collective dimension of situated learning theory and has implications for adult educators, researchers, and policymakers interested in fostering social change through community-based, situated learning. |
|---|---|
| ISSN: | 0741-7136 1552-3047 |
| DOI: | 10.1177/07417136241246737 |
