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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
Language: English
Authors: Qi Sun (ORCID 0000-0001-8175-5090), Xi Lin (ORCID 0000-0003-2387-4117), Xiaoqiao Zhang (ORCID 0000-0002-4985-8740), Rachel Rui
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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  Value: <anid>AN0180624292;adq01nov.24;2024Nov05.04:01;v2.2.500</anid> <title id="AN0180624292-1">Situated Learning for Community Engagement: Chinese and Chinese Americans Transformative Action for Identity Reformation in the Context of the Politicalized COVID-19 Pandemic </title> <p>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.</p> <p>Keywords: situated learning; community engagement; adult learners; Chinese and Chinese Americans/AAPI; COVID-19 pandemic and Asian hate; racism; xenophobia</p> <p>The COVID-19 pandemic has led to anti-Asian racism and xenophobia in the United States ([<reflink idref="bib15" id="ref1">15</reflink>]). In 2020, while the World Health Organization and the U.S. Centers for Disease Control and Prevention named the new virus coronavirus disease 2019 or COVID-19 ([<reflink idref="bib38" id="ref2">38</reflink>]), former U.S. leaders derogatorily called COVID-19 the "China Virus," which fueled anti-Chinese sentiment ([<reflink idref="bib26" id="ref3">26</reflink>]). This increased the racism and victimization of Chinese people, Chinese Americans, Asian Americans, and Pacific Islanders (AAPI; [<reflink idref="bib23" id="ref4">23</reflink>]). In a national survey conducted by Stop AAPI Hate, nearly one in five Asian Americans (21.2%) and Pacific Islanders (20.0%) experienced hate incidents in 2020 ([<reflink idref="bib17" id="ref5">17</reflink>]). These sentiments culminated in events such as the Atlanta mass shooting ([<reflink idref="bib10" id="ref6">10</reflink>]), which took eight lives, including six of Asian descent. On December 20, 2021, Professor Amy Wax of the University of Pennsylvania Law publicly expressed that the United States would benefit from reduced Asian immigration, citing concerns about the potential emergence of a dominant Asian elite in the country ([<reflink idref="bib19" id="ref7">19</reflink>]). These comments sparked considerable controversy and social concerns regarding anti-Asian racism.</p> <p>Anti-Asian sentiment is not a new phenomenon. In the 19th century, Chinese workers migrated to the United States to work in gold mines and build railroads on the West Coast ([<reflink idref="bib12" id="ref8">12</reflink>]), known as "coolies," suffered economic and racial discrimination as Chinese immigrants ([<reflink idref="bib27" id="ref9">27</reflink>]). The Chinese Exclusion Act of 1882, which banned the immigration of Chinese laborers, was not repealed until the Magnuson Act in 1943. The Magnuson Act was signed only in the interest of improving the morale of a wartime ally during World War II ([<reflink idref="bib36" id="ref10">36</reflink>]). The internment of 120,000 Japanese Americans after the Pearl Harbor attack demonstrates that the anti-Asian discrimination continued into World War II.</p> <p>The 1965 <emph>Immigration Act</emph> brought better-educated Asian immigrants to the United States ([<reflink idref="bib18" id="ref11">18</reflink>]), changing the stereotype of Asians in the United States from often named an invading "yellow peril" who undermined American cultural life into a hardworking and successful "model minority" that valued education and family to quietly live in American society ([<reflink idref="bib21" id="ref12">21</reflink>]; [<reflink idref="bib42" id="ref13">42</reflink>]). However, Asian American minorities in the United States are often depicted as foreign and others due to prevailing stereotypes ([<reflink idref="bib21" id="ref14">21</reflink>]). Tragically, the racially motivated murder in 1982 of Vincent Chin, a Chinese American, and another attempted murder against an Asian woman in 2022 in New York ([<reflink idref="bib28" id="ref15">28</reflink>]) serve as stark reminders of the persistent presence of anti-Asian sentiment in the country ([<reflink idref="bib42" id="ref16">42</reflink>]).</p> <p>Despite COVID-19 messaging, which has increased anti-Asian discrimination and hate crimes, Chinese and Chinese American individuals quickly organized into volunteer groups to help fight the pandemic with their local communities. An April 2020 survey by the Chinese American United States found that "more than 690 Chinese American grassroots organizations have raised over $18 million and delivered millions of personal protection equipment (PPE) and meals to various hospitals, nursing homes, police departments, and other agencies" (https://<ulink href="http://www.caufa.org">www.caufa.org</ulink>).</p> <p>Likewise, in the Southern United States, some Chinese and Chinese American adults self-organized a care group named "the X Care Group" (a pseudonym) in their town to support their local communities. In March 2020, The X Care Group members shared their concerns and worries about their safety and sought ideas to prepare for the worst in WeChat, a social network app. This discussion evolved into an open forum, and more people joined the group with the idea of collectively standing up, taking action to support the local community, and actively making their identity and image more visible. The group then utilized the online platform to spread the word about supporting the local community while changing the image of the Chinese people in the community. This group rapidly evolved into an organization with shared ideals. Several members volunteered as core members who coordinated fundraising, PPE collection, donation, and distribution efforts. The X Care Group donated over $12,000 to their local community COVID-19 emergency response fund, and a local university's student emergency fund, and provided mobile meals and over 40,000 pieces of PPE to various local agencies.</p> <p>However, many local facilities rejected the X Care Group's donations, and members were subjected to verbal attacks and negative online comments (e.g., via nextdoor.com), making them feel they were doing their charitable work due to personal guilt and responsibility for causing the pandemic. Chinese and Chinese American individuals throughout the country have experienced a string of disturbing incidents ranging from verbal assaults to physical attacks nationwide, some of which have been caught on cameras and posted on varied social media. News outlets have covered reports of these incidents, leaving these members feeling fearful, angry, and confused.</p> <p>Studies have been conducted regarding the COVID-19 pandemic regarding AAPI's experiences of increased anti-Asian xenophobia and racial discrimination ([<reflink idref="bib24" id="ref17">24</reflink>]; [<reflink idref="bib26" id="ref18">26</reflink>]). However, the process through which AAPI adult learners and communities learn and empower themselves remains unstudied. Moreover, Asian American voices are uncommon in education ([<reflink idref="bib13" id="ref19">13</reflink>]), which calls for further research.</p> <p>Situated learning, characterized by everyday activities, content, culture, social, and unintentional learning ([<reflink idref="bib25" id="ref20">25</reflink>]), opens up new territories for social and cultural learning processes and identity formation. However, situated learning has mainly contributed to the design and development of apprenticeship instruction and applications in the classroom for future learning, knowledge, and skills formation ([<reflink idref="bib1" id="ref21">1</reflink>]), teacher education and development ([<reflink idref="bib20" id="ref22">20</reflink>]), student knowledge and skills acquisition ([<reflink idref="bib46" id="ref23">46</reflink>]), and work-based learning ([<reflink idref="bib40" id="ref24">40</reflink>]). Limited research exists on the social practices and everyday learning experiences of people of color and minorities in communities. Therefore, the community of practice, a social learning system serving as a collaborative learning platform in a shared domain, can empower learners with knowledge and skills for group initiatives to negotiate ongoing negative activities with actions ([<reflink idref="bib11" id="ref25">11</reflink>]).</p> <p>This article applied situated learning to explore the learning experiences of the X Care Group members and how they collectively established new forms of identity and bodies of knowledge to cope with the social crisis and environmental changes of COVID-19 through active engagement within their communities of practice. We examined the members' motivations for participating in their communities of practice and how their experiences shaped their future social engagement efforts. The following research questions guided this study:</p> <p></p> <ulist> <item> What motivated members to self-organize and/or join the X Care Group for social engagement?</item> <p></p> <item> How did the X Care Group members perceive their situated learning experiences of participating in group initiatives?</item> <p></p> <item> What were the reasons for the reformation of the X Care Group members' identity?</item> <p></p> <item> How do the X Care Group members' experiences influence their transformative action to participate in future social engagement efforts?</item> </ulist> <p>This study makes a timely contribution to the social dimension of situated learning by delving into the experiences of Chinese and Chinese American individuals amidst escalating racism and xenophobia in the United States. It investigates their motivations, experiences, and meaning-making processes within their communities of practice for social engagement. These findings shed light on how marginalized adult learner communities collectively transform their circumstances and reshape their identities through real-world practices. These insights have crucial implications for empowering minority communities through situated learning, fostering transformative action, and emphasizing the significance of such endeavors in the current social climate.</p> <hd id="AN0180624292-2">Theoretical Framework and Literature Review</hd> <p></p> <hd id="AN0180624292-3">Situated Learning and Communities of Practice</hd> <p>Situated learning revolves around learners' social and cultural identities, emphasizing the interplay between learners, environments, and activities to construct meaning, develop knowledge, and acquire skills within specific contexts ([<reflink idref="bib25" id="ref26">25</reflink>]). It encompasses active participation in real-world community activities and the ability to adapt to diverse environments ([<reflink idref="bib4" id="ref27">4</reflink>]). Consequently, situated learning involves the application of personal experiences to engage with and impact the social and material environments in which individuals find themselves situated ([<reflink idref="bib35" id="ref28">35</reflink>]).</p> <p>Situated learning is driven by social relationships that facilitate the integration of prior knowledge with authentic, informal, and often unintentional contextual learning ([<reflink idref="bib25" id="ref29">25</reflink>]). This concept accurately characterized the learning experiences of the X Care Group. Additionally, the four fundamental premises of situated learning further reinforce its relevance to our study: (a) learning is firmly rooted in the actions and activities of real-life situations; (b) knowledge acquisition occurs in specific contexts and can be transferred to similar situations; (c) learning is a social process that encompasses cognitive processes such as thinking, perceiving, and problem-solving; and (d) learning is not isolated from the practical world of action ([<reflink idref="bib2" id="ref30">2</reflink>]). Moreover, [<reflink idref="bib41" id="ref31">41</reflink>] identification of four key elements—content, context, community of practice, and participation—affirms the suitability of situated learning as the framework for our study:</p> <p></p> <ulist> <item> Content: situated learning draws on learners' everyday experiences as the foundation for knowledge acquisition.</item> <p></p> <item> Context: this involves actively engaging with and intervening in the social, psychological, and material environments in which learners are situated ([<reflink idref="bib6" id="ref32">6</reflink>]). This process encompasses navigating relationships, negotiating politics, managing competing priorities, and interacting with the values, norms, and culture of the community ([<reflink idref="bib8" id="ref33">8</reflink>]).</item> <p></p> <item> Community of practice: a community of practice serves as a platform for learners to engage in discussions, reflect upon their experiences, and develop personal and meaningful perspectives on complex issues ([<reflink idref="bib25" id="ref34">25</reflink>]).</item> <p></p> <item> Participation: this entails an active exchange of ideas and collaborative problem-solving among learners within the community.</item> </ulist> <p>Situated learning occurs when learners act, interpret their experiences, reflect, and create meaning through their involvement in real-world community activities. This approach focuses on learners' social and cultural identities embedded within structured communities ([<reflink idref="bib25" id="ref35">25</reflink>]). Communities of practice and situated learning have been integrated, emphasizing the situated nature of learning, wherein individuals actively participate and contribute to communities of practice, and the collective knowledge of the community shapes their learning trajectories.</p> <p>[<reflink idref="bib25" id="ref36">25</reflink>] indicated that communities of practice are more than just basic culture-sharing groups because members possess diverse interests, actively contribute to collective activities, and hold varying opinions. [<reflink idref="bib3" id="ref37">3</reflink>] elucidated three essential characteristics of communities of practice: a shared culture and historical heritage that encompasses common practices, goals, and meanings; an interdependent system in which members participate in something greater than the community itself, fostering a sense of shared purpose and identity; and a reproduction cycle that guides the community's evolution into the future. This sociocultural aspect of learning stands in contrast to individual engagement and provides valuable insights into how we studied the X Care Group's participation in social activities.</p> <hd id="AN0180624292-4">Community and Community Engagement</hd> <p>Social engagement in this study refers to participation in the activities of a social group ([<reflink idref="bib37" id="ref38">37</reflink>]). Generally, a community's existence and vitality depend on its members' interaction and active participation. Communities often organize activities to facilitate meaningful learning, information sharing, consultation, and empowerment. According to [<reflink idref="bib41" id="ref39">41</reflink>], "Community is the joining of practice with analysis and reflection to share the tacit understandings and to create shared knowledge from the experiences among participants in a learning opportunity" (p. 2).</p> <p>Community engagement entails active participation in a community to achieve long-term sustainable development, foster relationships, facilitate discourse, make decisions, and implement action. Communities of practice offer valuable perspectives on learning as a social being. As [<reflink idref="bib44" id="ref40">44</reflink>] indicate, human beings create meaning out of our experiences in the world. We shape our identity by actively participating and taking action in the world. The situation and drive for social engagement within the X Care Group resonate with community and community involvement, thereby enhancing comprehension of how the group gained insights through engaging with the community, embodying the traits of a community of practice.</p> <hd id="AN0180624292-5">Adult Learning and Transformative Learning</hd> <p>Adult learners view learning as "the process of using a prior interpretation to construct a new or revised interpretation of the meaning of one's experience to guide future action" ([<reflink idref="bib31" id="ref41">31</reflink>], p. 5). Thus, adult learners "need to reflect critically and understand the historical, cultural, and biographical reasons for their needs, wants, and interests" ([<reflink idref="bib30" id="ref42">30</reflink>], p. 142). Doing so leads to empowerment, an essential purpose of adult learning—transformative actions for meaning-making toward new situations.</p> <p>Transformative learning addresses how individuals develop perspectives and long-term understanding of themselves and the world, especially in disorienting situations that require changes in their prior frames of reference ([<reflink idref="bib31" id="ref43">31</reflink>], [<reflink idref="bib33" id="ref44">33</reflink>]). Perspective transformation ([<reflink idref="bib31" id="ref45">31</reflink>]) can lead to social action, and "action can mean making a decision, being critically reflective or transforming a meaning structure as well as a behavior change" ([<reflink idref="bib32" id="ref46">32</reflink>], pp. 58–59); Mezirow's 10 transformative steps of taking action are summarized by [<reflink idref="bib30" id="ref47">30</reflink>] into three parts that help understand the X Care Group's learning experience: (a) individuals become clear about changing their prior frame of reference or habit of mind through critical reflection; (b) shared commitment to change is the goal of discourse with others, and (c) learning about a special situation with appropriate approaches to implement change with action (p. 171).</p> <p>Situated learning helps us examine the X Care Group's social and cultural situations and learning experiences in identity reformation and combatting collective social crises, as it can be used to understand the generated perceived learning needs and actions of the X Care Group in challenging situations.</p> <hd id="AN0180624292-6">Method</hd> <p></p> <hd id="AN0180624292-7">Case Study</hd> <p>We used a qualitative case study method in this study as it allows participants to authentically express their personal experiences and allows us to capture their reflections ([<reflink idref="bib7" id="ref48">7</reflink>]). It provides an established approach for investigating phenomena within specific contexts ([<reflink idref="bib29" id="ref49">29</reflink>]). This method enables a comprehensive analysis of real-world situations encompassing unique features that align with the study's purpose.</p> <p>Case studies can be defined based on different epistemic standpoints, whether they take a critical, interpretive, or positivist approach. Additionally, "[a] case study is both the process of learning about the case and the product of our learning" ([<reflink idref="bib39" id="ref50">39</reflink>], p. 237) or "an intensive, holistic description and analysis of a bounded phenomenon such as a program, an institution, a person, a process, or a social unit" ([<reflink idref="bib29" id="ref51">29</reflink>], p. xiii). [<reflink idref="bib39" id="ref52">39</reflink>] also characterized three main types of case studies: intrinsic, instrumental, and collective.</p> <p>According to [<reflink idref="bib45" id="ref53">45</reflink>], Merriam and Stake's perspectives on case studies align closely as both scholars recognize the intricate nature of comprehension and stress the significance of incorporating diverse viewpoints and interpretations in qualitative case-study research. Consequently, they underscore the interpretive role of qualitative researchers as they report and construct the realities or knowledge derived from their investigations. Accordingly, our case examined situated learning experiences of the X Care Group adult learners in the Southern United States through community engagement to respond to the ramifications of the COVID-19 pandemic-led increases in Asian hate and discrimination.</p> <hd id="AN0180624292-8">Case Criteria Explanation</hd> <p>The X Care Group was chosen as a "unique" case for the following reasons. (a) The organization's mission and vision (see Table 1) as it was founded as a small, self-organized grassroots group in response to the politicalized COVID-19 pandemic, which led to an increase in Asian hate crimes; (b) the X Care Group is located in a sensitive geopolitical Deep South state that is uniquely susceptible to racially discriminatory behaviors due to perceived group prejudice as an outcome of group conflict ([<reflink idref="bib14" id="ref54">14</reflink>]); and (c) the group was founded amidst political tension in the Sino-United States relationship, which resulted in increased discrimination against Asians and Asian Americans.</p> <p>Table 1. Case Description.</p> <p>Graph</p> <p> <ephtml> <table><colgroup><col align="left" /><col align="left" /></colgroup><thead><tr><th align="left" /><th align="left">Description</th></tr></thead><tbody><tr><td><bold>Case:</bold> The X Care Group</td><td>When COVID-19 hit the United States in March 2020, some Chinese/Chinese American adults self-organized a care group to support their local communities. Initially, some chatted on social media, seeking a way to support the local community in combatting COVID-19. As more joined the group, many shared personal experiences and stories, and they were concerned about their safety with the increasing xenophobia and hate crimes. The discussion evolved into an open forum with ideas to collectively stand up, act, support the local community, and actively make their identity and image more visible. On March 18, 2020, this group quickly grew, and a mission and vision were developed. Soon, a core group of members volunteered to form and lead the group, engaging in fundraising, PPE collection, making donations, distributing assistance, and participating in volunteer activities at local agencies (providing meals and visiting nursing houses). Through these social activities, the group quickly and actively learned to engage in the local communities, established a positive image of the Chinese community, enhanced mutual understanding, and negated the ongoing negative impact.</td></tr><tr><td><bold>Location</bold></td><td>A U.S. town in a Deep South State.</td></tr><tr><td><bold>Mission, vision, and value</bold></td><td><bold>Mission:</bold> We are inspired by the volunteer spirit and committed to actively engaging in the local community to build an equal, just, open, diverse, and thriving community. We achieve this through various educational programs, campaigns, and initiatives that help meet the needs of our community.<bold>Vision:</bold> Our vision is to support Chinese American residents in our local communities, encouraging them to become active members and contribute to social engagement. We aim to implement initiatives that address the needs of our community.<bold>Values:</bold> We value the volunteer spirit, generosity, friendship, diversity, and resilience.</td></tr></tbody></table> </ephtml> </p> <p>1 PPE = personal protection equipment.</p> <hd id="AN0180624292-9">Data Collection and Analysis</hd> <p>After receiving IRB approval from the researchers' university, we contacted the X Care Group members via email and WeChat (a social media app) to invite participants to the study. Fifteen members aged between 25 and 61 signed the consent form and participated in this study (Table 2). We incorporated participants' demographic details alongside their immigration status and duration of residence in the United States. Using semistructured questions, two authors conducted and recorded interviews in English via Zoom. Each interview lasted 60–90 minutes, and professionals transcribed the interviews (zoom audio recording) verbatim. The two authors who conducted the interviews also took field notes on member participation and collected relevant documents to gain insights into the community engagement actions of the X Care Group for a holistic understanding of the situation.</p> <p>Table 2. Study Participants.</p> <p>Graph</p> <p> <ephtml> <table><colgroup><col align="left" /><col align="left" /><col align="left" /><col align="left" /><col align="left" /><col align="left" /><col align="left" /><col align="left" /></colgroup><thead><tr><th align="left">Participants</th><th align="left">Gender</th><th align="left">Age</th><th align="left">Children</th><th align="left">Education, occupation</th><th align="left">Immigration status</th><th align="left">Years in the United States</th><th align="left">Years in the local city</th></tr></thead><tbody><tr><td>P1</td><td>M</td><td>36</td><td>Y</td><td>PhD, professor</td><td>Permanent resident</td><td>14</td><td>3</td></tr><tr><td>P2</td><td>M</td><td>37</td><td>Y</td><td>PhD, researcher</td><td>Permanent resident</td><td>15</td><td>8</td></tr><tr><td>P3</td><td>F</td><td>30</td><td>Y</td><td>MA, homemaker</td><td>Nonimmigrant visa</td><td>7</td><td>1</td></tr><tr><td>P4</td><td>M</td><td>43</td><td>Y</td><td>PhD, researcher</td><td>Permanent resident</td><td>17</td><td>12</td></tr><tr><td>P5</td><td>F</td><td>46</td><td>Y</td><td>MS, Doc student</td><td>Nonimmigrant visa</td><td>4</td><td>4</td></tr><tr><td>P6</td><td>F</td><td>48</td><td>Y</td><td>MS, data analyst</td><td>U.S. citizen</td><td>22</td><td>17</td></tr><tr><td>P7</td><td>F</td><td>40</td><td>Y</td><td>PhD, researcher</td><td>Permanent resident</td><td>11</td><td>11</td></tr><tr><td>P8</td><td>M</td><td>46</td><td>Y</td><td>PhD, professor</td><td>U.S. citizen</td><td>20</td><td>13</td></tr><tr><td>P9</td><td>F</td><td>36</td><td>Y</td><td>MS, homemaker</td><td>Permanent resident</td><td>8</td><td>1</td></tr><tr><td>P10</td><td>F</td><td>43</td><td>Y</td><td>BA university staff</td><td>Nonimmigrant visa</td><td>5</td><td>5</td></tr><tr><td>P11</td><td>F</td><td>49</td><td>Y</td><td>PhD, homemaker</td><td>U.S. citizen</td><td>14</td><td>5</td></tr><tr><td>P12</td><td>F</td><td>44</td><td>Y</td><td>MS part-time Chinese teacher</td><td>U.S. citizen</td><td>16</td><td>14</td></tr><tr><td>P13</td><td>F</td><td>45–55</td><td>Y</td><td>PhD researcher</td><td>U.S. citizen</td><td>20</td><td>10</td></tr><tr><td>P14</td><td>F</td><td>25–30</td><td>N</td><td>PhD postdoc</td><td>Nonimmigrant visa</td><td>4</td><td>4</td></tr><tr><td>P15</td><td>M</td><td>61</td><td>Y</td><td>PhD professor</td><td>U.S. citizen</td><td>23</td><td>23</td></tr></tbody></table> </ephtml> </p> <p>We analyzed the data using [<reflink idref="bib29" id="ref55">29</reflink>] case study procedures and thematically combined them with our theoretical framework to understand the situated learning experiences of the group members. Researchers' reflexivity was considered because we were all Chinese or Chinese Americans, and the two coauthors were X Care Group members. Our experiences in this context helped us understand the participants' emotional reaction and appreciate their viewpoints. We applied several strategies, including member checks, peer debriefing, and asking fellow researchers to provide professional feedback and check for the potential impacts of our biases to ensure credibility and trustworthiness ([<reflink idref="bib9" id="ref56">9</reflink>]).</p> <hd id="AN0180624292-10">Findings</hd> <p>The study identified three main themes that revolved around four theoretical elements, namely content, context, community of practice, and participation in situated learning. These themes aimed to answer the research questions about why participants got involved, their learning and community engagement experiences, and how these experiences influenced their future aspirations.</p> <hd id="AN0180624292-11">Participant Motivation</hd> <p>The X Care Group, consisting of Chinese and Chinese American individuals, embarked on a mission to engage actively with their communities and redefine their collective identities. Their motivation stemmed from the realization that their social image had been overlooked and the pressing need for joint efforts to bring about positive changes. The group's primary goals were to challenge stereotypes, tackle social issues, and establish a visible and proactive presence by modeling and involving younger generations in actions. Here are the three main motivations that followed.</p> <hd id="AN0180624292-12">Reforming Identity</hd> <p>The X Care Group is in a college town in the southern United States with a population of approximately 200,000, of which 1.7% are Asians. Chinese and Chinese American individuals are a significant part of this Asian Community in the city, and most of them come to town to work or study. They work hard, are good citizens, and live quietly. The "dual pandemic" suddenly enabled them to realize their lack of attention to their social image as Chinese in their communities in their daily lives and that they have not given it enough attention and time.</p> <p>The findings demonstrated that the participants were motivated by presenting their images, reforming their identity to join the group, and developing varied activities for community engagement. They indicated they had to do something as a group to participate in problem-solving and establish their daily image as Chinese and Chinese American individuals. For example, "I joined this group to make the Americans know our Chinese better" (P1) or "to construct an image of ourselves and the communities as Chinese" (P3). This socially shared goal, reflected in the <emph>content</emph> grounded in everyday situations, helped the X Care Group change their ways of thinking to resolve problems:</p> <p>We need to present the local Chinese community's image because it is really about how to empower the Chinese community ... it is about reducing violence, it is about the next generation, in the bigger picture of the United States, and it is about war and peace. (P4)</p> <p>The situated collective disorientation required members to use their collective efforts to present and maintain their Chinese image. P10 stated, "Collective efforts make things done efficiently, which individuals cannot do alone. I am thrilled because there is a group that brings together everyone's strengths. The group approach reflects the values, knowledge, and power of the entire group." They wanted to correct negative stereotypes and promote a more positive image in the changing context by coming together and speaking.</p> <hd id="AN0180624292-13">Changing From Invisible to Visible</hd> <p>The data demonstrated that the members' reasoning for joining the X Care Group was to change their perceived image from invisible to visible and address discrimination. Two-thirds of the participants mentioned that before the "dual pandemic," they were quiet and unimposing in public. These "golden expectations" often make them invisible in occupational and social spaces. Another participant affirmed from another angle, "What I heard from people [is that] Chinese people don't like to show up. They do not care about their surroundings" (P7).</p> <p>The COVID-19 situation has motivated members to participate in formative, action-driven community experiences to shift stereotype perceptions and expectations. They wanted to change their vision from invisible to visible. P1 consciously reflected on his learning:</p> <p>The culture in the United States is different. We Chinese should learn from them. You need to speak up for someone else. You need to stand up for someone else. You need to be seen. You need to be heard so people know you care.</p> <p>In other words, the <emph>context</emph> enabled them to realize that they must engage with and intervene in the social, psychological, and material environments in which they are situated ([<reflink idref="bib6" id="ref57">6</reflink>]). This allowed them to engage with the local community and build collaborative partnerships to change their image from invisible to visible. Learning occurs when they understand the context by experiencing the environment. As P9 suggested, "we need more collaborations between our communities and [others]" and so "just make volunteering a part of daily life and being a volunteer." This indicates that their learning involved relationships, politics, competing priorities, and interactions with the community's values, norms, and culture ([<reflink idref="bib8" id="ref58">8</reflink>]) to become visible.</p> <hd id="AN0180624292-14">Protect, Role Model, and Involve Younger Generations</hd> <p>Protecting their families and children and keeping them safe were also common motivations among members. They hoped to provide examples for their children by taking a stand and actively engaging in social activities. P8 said, "I have a straightforward motivation: I live here. My daughter is born here, and this is home; I want to make this place safe." P7 said, "It's not only good for us, it is even better for our next generation." During their social engagement, some participants brought their children with them for local volunteer work, serving mobile meals and assisting local churches in distributing supplies to local people. They involved their children in the community to demonstrate their image and be a role model to the next generation: "I want my kids to know that we live here and are citizens, even if we immigrated from China." P4 echoed this, "Although I'm a first-generation immigrant .... I want my kids to grow up and not just make themselves educated and promoted, but think about supporting the community they are a part of."</p> <p>In short, the X Care Group was motivated intrinsically and extrinsically to present a visible image of them as Chinese and Chinese American individuals through everyday experiences, newly constructed knowledge, and meaning-making within their changing social situation. Additionally, they felt that being a role model for their children is critical for their sustainable development. Overall, social engagement has inspired them to change their image of the Chinese community from invisible to visible.</p> <hd id="AN0180624292-15">Experiences of Participation in Community Engagement</hd> <p>Participation in community activities enabled the active exchange of ideas to solve issues. The X Care Group lead group (17 key volunteers) organized different events and involved the larger group (over 180 members) in their community engagement. More than half the members are immigrants from China; therefore, work performance and job security are critical for them. Thus, many often spend extra time on their jobs during weekends and holidays and, therefore, have little time to participate in civic engagement. However, many participants found that the X Care Group helped them to engage meaningfully within the larger community by contributing to the needs of locals, such as nursing homes, schools, and hospitals. These settings provided meaningful perspectives on complex issues to discuss, reflect on, learn from, and take collective action ([<reflink idref="bib25" id="ref59">25</reflink>]). Their learning experiences were reflected in the following three areas.</p> <hd id="AN0180624292-16">Community Engagement Increases Inner Satisfaction</hd> <p>The learning environment places members in interactions with individuals engaged in relationships, fostering the cultivation of personal significance and inner joy. This first-time experience excited many of them, especially because they represented the Chinese group, both publicly and visibly. P5 shared, "This is the first time I realized that we represent something; we represent Chinese Americans or Asian Americans in this city. This is the first time I have experienced this." P2 said, "I felt it's great to have a community like this because we can do many good things. And so, it definitely makes me happy." This social context provided a new meaning-making space, allowing them to collectively reflect on their values, norms, and culture ([<reflink idref="bib8" id="ref60">8</reflink>]), leading to inner satisfaction that they had not experienced before.</p> <hd id="AN0180624292-17">Building Relationships in a New Social Learning Space</hd> <p>Situated learning indicates that learner participation in a community creates interactions by interchanging ideas and experiences and sharing resources. Community engagement facilitates mutual interaction, bonding, and resource sharing. P11, who had lived in town for a long time but rarely had any chances to interact with other Chinese Americans in the community, said, "I'm thrilled to be part of the group because I made new friends and connections, growing into my new collaboration in other fields." P9 shared, "I have gained a lot, had many positive interactions and support from the whole group ... we didn't assign tasks, people just volunteered, took the tasks like teamwork. And everybody used their expertise to make things happen and did go smoothly." Problem-solving in the pursuit of shared goals is also significant learning. These members were experts in their fields and had never worked together. This community engagement brought them together as actors in activities for learning from real-world community activities ([<reflink idref="bib2" id="ref61">2</reflink>]):</p> <p>We have different thoughts about doing the job, even what to do and what not to do. We often have disagreements. However, it is all for the same goals. Overall, I think we have a very good dynamic, eventually merging from disagreement into an agreement and making good decisions most of the time toward our mutual goals. (P8)</p> <hd id="AN0180624292-18">Developed a Sense of Belonging and Consciousness of Self</hd> <p>Chinese/Asian minority communities often feel like the other and lack a sense of belonging to the United States. This was especially important for the X Care Group in the Deep South of the United States, as they faced "the dual pandemic" of COVID-19 and racism. Therefore, having a group like the X Care Group significantly changed their daily lives. Many members started to feel a strong sense of belonging in the X Care Group, as noted by P11: "Without this group, everyone is scattered, and it feels like fighting alone ... but with such a group, you feel a sense of belonging."</p> <p>Some participants felt that the X Care Group enhanced their self-identity as an ethnic group through everyday experiences. P7 specified, "As a Chinese American ... this is the first time I feel so proud. Our group is doing a tremendous job of strengthening our Chinese American identity ... I learned a whole lot [by] being in and from this group." P10 appreciated this unique space where they could freely express themselves:</p> <p>I think [Chinese] people are repressed, you know. We are seen as foreigners and passive .... What we do daily are work, family, and children. We have no space to release our feelings. Such a platform for adults, children, and the whole family [to engage] can increase a sense of pride.</p> <hd id="AN0180624292-19">Positive Experiences Lead to Future Community Engagement</hd> <p>During this social disjuncture, the X Care Group members experienced learning, action, and change through the <emph>community of practice,</emph> which is one of the four elements of situated learning. This helped them understand the importance of situated learning for social engagement as an ethnic group to change the social stereotypes of being perceived as "foreignness" and "otherness." Having had such a positive learning experience, some participants indicated that they wanted to continue with a long-term community of practice for community engagement. They wanted to connect to other communities to develop a mutual understanding and serve more. P13 envisioned, "This group can continue to carry out various activities because the epidemic situation will gradually improve, so maybe many activities can be communicated with different groups." Some have suggested expanding the X Care Group into a nonprofit organization:</p> <p>When I started, I thought it was a short-term organization and would be over in 2 months. But I found out today that it doesn't seem to be so. It is still very enthusiastic, and I see some follow-up activities, even for children. I think it's pretty good. Should we put it to a nonprofit organization to sign up? (P5)</p> <p>Some participants recommended developing cultural and social activities for cross-cultural exchanges and social learning to serve as ambassadors. They reasoned that learning about one's history and cultural traditions often facilitates understanding and sustains identity. For example, the food and music at the annual City Asian Festival are enjoyed by communities. P13 suggested, "There is a lot we can do in terms of cultural bonding and inclusion, to bridge East and West ... our group can represent Eastern culture and [exchange with] Western culture." P3 also stated, "There are shelters, and their buildings need to be renovated. So if we can have long-term projects and associate them with these facilities, we can organize people to do long-term volunteer jobs." Many also hope this will generate a shared repertoire of communal resources. The idea of collaborating with other local organizations after the pandemic and hosting activities or providing services like "helping the nursing homes" was mentioned by several participants.</p> <p>In summary, situated learning transformed members' views about their identity and enhanced their consciousness about having a voice and standing up collectively as role models for the younger generations. This motivated them to share and engage in real-world situations, create new meanings, and take action. Their situated learning experience offers an alternative perspective on the role of adult learning, especially pertinent for minoritized groups encountering disruptions due to change.</p> <hd id="AN0180624292-20">Discussion</hd> <p>We studied how the pandemic's emotional repercussions led the X Care Group to introspection and recognize that the social and political climate had created not only a personal disjuncture ([<reflink idref="bib16" id="ref62">16</reflink>]) but also a shared "disorienting dilemma" ([<reflink idref="bib31" id="ref63">31</reflink>], p. 168). As adult learners, these abrupt societal changes prompted the X Care Group members to unite their voices and reform their identities through collective action, such as the shared interest and common goal of taking swift action to combat Asian hate. This formed a strong bond among the members, enabling them to collaborate in making sense of the evolving situation and their social environment ([<reflink idref="bib16" id="ref64">16</reflink>]). During their transformational journey, the members of the X Care Group, through situated learning and action, supported and strengthened each other, creating a resilient community that advocates for change at both individual and societal levels. They also learned to actively negotiate and reform their identities.</p> <p>Situated learning involves engaging in real-world activities and adapting to different environments ([<reflink idref="bib4" id="ref65">4</reflink>]). The disoriented situation of the X Care Group led members to reflect critically as a community by "searching for a common understanding and assessment of the justification of an interpretation or belief" ([<reflink idref="bib34" id="ref66">34</reflink>], p. 78). The X Care group used a community of practice to learn through community engagement, reform their identity, address negative and false perceptions, and make meaning of their social activities. Thus, individual growth and development were integrated into community identity formation. This happens in social settings where community dialog connects prior knowledge to authentic, informal, and often unintended contextual learning ([<reflink idref="bib25" id="ref67">25</reflink>]). In this situation, enhanced engagement, collaboration, and problem-solving fostered transformative action to resolve their social crisis, which may offer an alternative perspective on how we view situated learning for collective transformative actions in the future.</p> <p>Our findings indicated that social situations initiated and provided unique spaces that generated motivations for group learning and facilitated community-based development. The findings allow for reconsidering situated learning beyond apprenticeship applications and future-oriented instructional designs.</p> <p>The COVID-19 pandemic and the rise in political tension between the United States and China created a chaotic "dual pandemic" of social disorientation. The X Care Group minority community has experienced increased xenophobia, racism, fear, and anxiety in their lives. This situation enabled them to realize the need to learn and take action toward a change in the level of visibility of their collective image. These shared goals further motivated them to create safe spaces for their children to participate in their social and material environment to confront the new and changing situation as a community ([<reflink idref="bib35" id="ref68">35</reflink>]).</p> <p>This social crisis disturbed their normal lives and went beyond everyday learning. They had little prior knowledge, no clue as to what learning was needed, no clue where resources were, and no existing community or "expert" available. They realized that a collective group was needed as a community to stand up and have a voice. Their participation and social engagement were motivated by their desire to change their perceived image as <emph>foreigners</emph> or <emph>outsiders</emph> to <emph>responsible citizens</emph> and <emph>Americans</emph>. This also resonates with the literature suggesting that shared goals foster engagement and meaning-making within a network ([<reflink idref="bib16" id="ref69">16</reflink>]).</p> <p>Making meaning is critical for adult and situated learning ([<reflink idref="bib25" id="ref70">25</reflink>]), and this unique social crisis allowed the X Care Group members to be more aware of their perceived invisibility and "foreignness" ([<reflink idref="bib22" id="ref71">22</reflink>]). This stereotype separates them from others, silently affecting generations who internalize this treatment to protect themselves from racism and the perception of being outsiders ([<reflink idref="bib22" id="ref72">22</reflink>]). This may explain why Chinese and Chinese American individuals tend to adopt non-interfering lifestyles, as reflected in our findings.</p> <p>Many participants reported gaining new and deeper relationships and interacting with the world in more meaningful ways. This is reflected in the X Care Group reforming their identities as the Chinese community and building a collective identity as "a group of individuals identified by who they are in terms of how they relate to each other, their common activities and ways of thinking, and their beliefs and values" ([<reflink idref="bib5" id="ref73">5</reflink>], p. 162).</p> <p>The participants applied proactive community engagement to reframe their minority identities. By introducing the community along with their own children to Chinese culture, they believed they could enhance their integration into the community, preserving their ethnic and cultural heritage for generations. This approach also aims to expand opportunities for their children to forge their own identities in the future ([<reflink idref="bib43" id="ref74">43</reflink>]). Our research implies that individuals can transform their perspectives through situated learning and gain a new understanding with action ([<reflink idref="bib31" id="ref75">31</reflink>]). This newfound awareness can inspire individuals to make positive changes in their lives and for future generations.</p> <hd id="AN0180624292-21">Conclusions and Implications</hd> <p>This study examined how the X Care Group's real-life learning experiences transformed their identities by increasing their visibility in their local communities. In this case, situated learning involved adult learners learning from genuine social situations, sharing experiences, and making sense of their environment and others. Instead of predetermined goals or content for learning, this approach allowed learners to identify their learning needs for personal growth, transformation, and community development during times of crisis.</p> <p>The examined situated learning experiences have manifested different types of learning at varied scales and from multiple areas, reflecting new functions and characteristics of communities of practice and presenting new learning spaces and elements for adult education. X Care Group members evaluate their learning by reflecting on how their actions have contributed to their ethnic and cultural identities, which provides new opportunities for them as adult learners to improve their psychological, sociological, political, cultural, and educational well-being.</p> <p>This study provides significant insights for educators, researchers, and organizations working toward policies and changes in times of crisis, particularly for marginalized communities. This emphasizes the significance of comprehending situational and contextual factors that may encourage adult learning, especially for minority groups that may experience a loss of identity during social crises. By gaining knowledge about a situation's historical, cultural, and political context, individuals can be inspired to form groups and bring about positive changes, leading to collective learning and actions that promote identity transformation and cultural development through social involvement.</p> <p>Practically, this study demonstrates that social engagement can provide a space and process that helps individuals in a group gain a sense of belonging and support individuals dealing with crises. This also helps form a visible group identity and enhances the group's collective image. The Community of Practice facilitates participants in making meaning of their daily lives through reflective community engagement, which constructs new ideas, knowledge, and understanding in reforming self and community identities through active interaction with new social situations.</p> <p>Despite only studying one case, this research indicates that a community of practice, as a social learning space, can improve a community's presence and image, educate future generations on how to use their voices, empower them to change, and enhance their livelihoods. The example of the X Care Group demonstrates how their sustained interest in future efforts results from the profound impact on their consciousness and desire for continued learning and action toward community change.</p> <p>This case study, though only comprised of Chinese and Chinese American adults, may also help scholars and community-based educators interested in promoting community development and cultural appreciation among diverse local groups. Various organizations, including Asian Pacific Islander American Public Affairs, Asian American Advancing Justice, the National Asian Pacific American Women's Forum, and other ethnic group organizations, could benefit from using a situated learning approach to help members identify learning and taking action in their community for integration and engagement. Future research could explore AAPI communities, diasporas, and urban living environments using mixed methods to gain a comprehensive understanding of how a social crisis or situation may bring in new learning opportunities for their members for change and community development. Additionally, studying the learning experiences of other marginalized groups in terms of identity reformation can provide comparative insights.</p> <ref id="AN0180624292-22"> <title> References </title> <blist> <bibl id="bib1" idref="ref21" type="bt">1</bibl> <bibtext> Al Hakim V. G., Yang S. H., Liyanawatta M., Wang J. H., Chen G. D. (2022). Robots in situated learning classrooms with immediate feedback mechanisms to improve students' learning performance. Computers & Education, 182, Article 104483. https://doi.org/10.1016/j.compedu.2022.104483</bibtext> </blist> <blist> <bibl id="bib2" idref="ref30" type="bt">2</bibl> <bibtext> Anderson J. R., Reder L. M., Simon H. A. (1996). Situated learning and education. 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Her research focuses on various aspects of adult learning and education, including transformative learning, lifelong education, work-based learning and workforce development, online learning, and comparative and international education. As a woman of color, an Asian immigrant, and an international scholar, she is a strong advocate for diversity, inclusion, and equality. She has played an essential role in promoting the Asian and Asian diaspora learning community by chairing the Executive Committee of the Asian Diaspora pre-conference of the Adult Education Research Conference. Through her work, she has supported scholars in their research and practice and highlighted the significant contributions made by these communities to adult education.</p> <p>Xi Lin is an associate professor in the Department of Interdisciplinary Professions at East Carolina University. Her research focuses on student engagement and interaction in online and distance learning and international students and faculty in US higher education. More information about her can be found at <ulink href="http://whoisxilin.weebly.com/">http://whoisxilin.weebly.com/</ulink>.</p> <p>Xiaoqiao Zhang is an assistant professor in the School of Education at Shanghai Jiao Tong University. Her research focuses on international students' acculturation stress, mental health, comparative and international education, and students' sense of belonging in host communities. More information about her can be found at https://soe.sjtu.edu.cn/En/FacultyDetail/156?t=50.</p> <p>Rachel Rui is the director of the Global Research, Innovation, and Partnership Office at the University of Tennessee Knoxville's Center for Global Engagement. She is a distinguished higher education administrator specializing in international partnership development and program innovation. She has been active in research and initiatives spanning social media, international education, and intercultural competency. She is an advocate for AAPI rights and empowerment, engaging with the community to amplify voices and promote inclusion.</p> </aug> <nolink nlid="nl1" bibid="bib15" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib38" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib26" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib23" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib17" firstref="ref5"></nolink> <nolink nlid="nl6" bibid="bib10" firstref="ref6"></nolink> <nolink nlid="nl7" bibid="bib19" firstref="ref7"></nolink> <nolink nlid="nl8" bibid="bib12" firstref="ref8"></nolink> <nolink nlid="nl9" bibid="bib27" firstref="ref9"></nolink> <nolink nlid="nl10" bibid="bib36" firstref="ref10"></nolink> <nolink nlid="nl11" bibid="bib18" firstref="ref11"></nolink> <nolink nlid="nl12" bibid="bib21" firstref="ref12"></nolink> <nolink nlid="nl13" bibid="bib42" firstref="ref13"></nolink> <nolink nlid="nl14" bibid="bib28" firstref="ref15"></nolink> <nolink nlid="nl15" bibid="bib24" firstref="ref17"></nolink> <nolink nlid="nl16" bibid="bib13" firstref="ref19"></nolink> <nolink nlid="nl17" bibid="bib25" firstref="ref20"></nolink> <nolink nlid="nl18" bibid="bib20" firstref="ref22"></nolink> <nolink nlid="nl19" bibid="bib46" firstref="ref23"></nolink> <nolink nlid="nl20" bibid="bib40" firstref="ref24"></nolink> <nolink nlid="nl21" bibid="bib11" firstref="ref25"></nolink> <nolink nlid="nl22" bibid="bib35" firstref="ref28"></nolink> <nolink nlid="nl23" bibid="bib41" firstref="ref31"></nolink> <nolink nlid="nl24" bibid="bib37" firstref="ref38"></nolink> <nolink nlid="nl25" bibid="bib44" firstref="ref40"></nolink> <nolink nlid="nl26" bibid="bib31" firstref="ref41"></nolink> <nolink nlid="nl27" bibid="bib30" firstref="ref42"></nolink> <nolink nlid="nl28" bibid="bib33" firstref="ref44"></nolink> <nolink nlid="nl29" bibid="bib32" firstref="ref46"></nolink> <nolink nlid="nl30" bibid="bib29" firstref="ref49"></nolink> <nolink nlid="nl31" bibid="bib39" firstref="ref50"></nolink> <nolink nlid="nl32" bibid="bib45" firstref="ref53"></nolink> <nolink nlid="nl33" bibid="bib14" firstref="ref54"></nolink> <nolink nlid="nl34" bibid="bib16" firstref="ref62"></nolink> <nolink nlid="nl35" bibid="bib34" firstref="ref66"></nolink> <nolink nlid="nl36" bibid="bib22" firstref="ref71"></nolink> <nolink nlid="nl37" bibid="bib43" firstref="ref74"></nolink>
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Qi+Sun%22">Qi Sun</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8175-5090">0000-0001-8175-5090</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xi+Lin%22">Xi Lin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2387-4117">0000-0003-2387-4117</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xiaoqiao+Zhang%22">Xiaoqiao Zhang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4985-8740">0000-0002-4985-8740</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rachel+Rui%22">Rachel Rui</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Adult+Education+Quarterly%3A+A+Journal+of+Research+and+Theory%22"><i>Adult Education Quarterly: A Journal of Research and Theory</i></searchLink>. 2024 74(4):321-340.
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  Data: 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
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  Data: 20
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Situated+Learning%22">Situated Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Involvement%22">Community Involvement</searchLink><br /><searchLink fieldCode="DE" term="%22Asian+Americans%22">Asian Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Asians%22">Asians</searchLink><br /><searchLink fieldCode="DE" term="%22Transformative+Learning%22">Transformative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Development%22">Individual Development</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Experience%22">Learning Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Learning%22">Adult Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Adults%22">Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Development%22">Social Development</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Networks%22">Social Networks</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Unity%22">Group Unity</searchLink><br /><searchLink fieldCode="DE" term="%22Safety%22">Safety</searchLink>
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  Data: 10.1177/07417136241246737
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  Data: 0741-7136<br />1552-3047
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  Data: 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.
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  Data: 2024
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  Data: EJ1446827
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        Value: 10.1177/07417136241246737
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      – Text: English
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      Pagination:
        PageCount: 20
        StartPage: 321
    Subjects:
      – SubjectFull: Situated Learning
        Type: general
      – SubjectFull: Community Involvement
        Type: general
      – SubjectFull: Asian Americans
        Type: general
      – SubjectFull: Asians
        Type: general
      – SubjectFull: Transformative Learning
        Type: general
      – SubjectFull: Self Concept
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      – SubjectFull: Individual Development
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      – SubjectFull: COVID-19
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      – SubjectFull: Pandemics
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      – SubjectFull: Learning Experience
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      – SubjectFull: Adult Learning
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      – SubjectFull: Adults
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      – SubjectFull: Social Development
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      – SubjectFull: Racism
        Type: general
      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Social Networks
        Type: general
      – SubjectFull: Group Unity
        Type: general
      – SubjectFull: Safety
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      – TitleFull: 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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