Embodied learning in adult education has particularly focused on spirituality and emotion. But since our material bodies have meanings and a symbolic relationship with the outside world, we asked how our intersectional identities have affected our embodied learning and identity development? Specifically, we wanted to gain insight into the developmental processes of embodied identification and the role power dynamics embedded in social structures played in these processes? Our intersectional analysis addresses the embodied learning and identity development of the co-researchers: 7 women of diverse race, ethnicity, age and socio-cultural-economic-geographic backgrounds.  

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We will present a brief overview of the adult education literature on embodied learning and the feminist literature on intersectionality. Next, we will describe our narrative life history methodology, including data collection processes and our categorical approach to analyzing embodied learning and narrative approach to understanding intersectionality. We will then present our findings. Finally, we will discuss implications for theory and practice and directions for future research.

Woven into the fabric of the American culture are the basic concepts of structuralism, particularly structural linguistics, where the structure of language has been constructed and used as a form of power, privilege, and a force. This presentation offers a glimpse into how language is used by dominant cultures both as a means of constructing power and as a way of maintaining it. This presentation will highlight why it is important to understand language from a structuralist perspective especially since language for the structuralist is a source of meaning.

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While language is an essential tool when socially engaging others, language is sometimes built around the very idea of difference. Given that adult learners come from diverse backgrounds and experiences, today’s adult educator needs to examine how the social construct of language is used to perpetuate concepts of otherness that negates identity and promotes fear of marginalization. To improve discourse in adult education,  both educators and students need to formulate a better understanding as to how structural linguistics demonstrate a duality of systems in which language creates both positive and negative impacts. 

Death is inevitable but understanding the reality of death does not make the process of coping and enduring the loss of a loved one any easier. The significance of this session is that it examines the essence of lived experience within one’s complete humanness and the soul’s journey of pivoting from a sense of loss to a process of finding comfort and healing. While no one experiences the grieving process the same, there are commonalities in how individuals might navigate a process that will allow for the organic emergence of their conscious meaning of coping, healing, and resilience.

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This session is timely as devastating loss is felt throughout the world due to a deadly pandemic.  It is important to build a better understanding of reflective practices that enable individuals to listen to themselves, be listened to, and/or share personal narratives that empower personal change and encourage self-resiliency after experiencing loss.