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Uses autoethnography as a legitimate research approach where personal narrative intersects with self and culture, opening a meaning-making space between writer and reader. Examines adult learning as emotionally complex work, illustrated through conferencing experiences and classroom facilitation, with attention to confidence, voice, fear, and the development of intersubjectivity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-parcel-of-knowledge-an-autoethnographic-exploration-of-the-emotional-dimension-of-teaching-and-learning-in-adult-education/589331/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-parcel-of-knowledge-an-autoethnographic-exploration-of-the-emotional-dimension-of-teaching-and-learning-in-adult-education/589331.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research approach does the paper use to examine emotions in adult education?","Question",{"text":112,"@type":113},"It uses autoethnography, presenting an autobiographical story as a mode of inquiry connected to reflective practice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the author frame the value of personal narrative for scholarly knowledge?",{"text":117,"@type":113},"The paper argues that personal narratives can create an effect of reality and reveal complexities of lived moments, linking personal experience to cultural understanding.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the author suggest adult learners and educators gain through participation?",{"text":121,"@type":113},"Participation can help learners face fears, grow confidence, find a voice, and engage more fully with self and others in adult education.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589331,1792669195,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Previous Back to contents Next  \n‘A Parcel of Knowledge’: An Autoethnographic Exploration of the Emotional Dimension of Teaching and Learning in Adult Education  \ndavid mccormack  \nAbstract  \nThe emotional dimension of teaching and learning from the perspective of the teacher and learner in adult education is considered in this paper by means of an autoethnographic story written as an approach to reflective practice. The genre of autoethnography allows for the personal and the autobiographical as a legitimate site for research into self and culture, in this case the culture of adult education. The space this approach opens up between writer and reader is considered to be a potential site of meaning making and reader responses are considered to this end.  \nIntroduction  \nI was sitting at the top table at a conference, a gathering of adult learners on a counselling course. It was coming towards the end of the day and, relieved though I was that we, the conference organisers, had coped well and that we had nearly made it to the end of the day, I was tired and less than fully alive to the final proceedings, though I doubt if anyone would have known.  \nWe asked for contributions from the floor and one man, I will call him John, asked for the roving microphone. He named himself, said where he was from and told us that he wanted to say that six weeks ago, before coming on to the course he would not have been able to ask for the microphone and speak in public. That is all John wanted to say that day, to demonstrate for himself and to his peers that his confidence had grown, that at least in part, he had found a voice. A colleague was more alert to the significance ofthisthan I, and she talked to John afterwards. She learned that because of a speech difficulty he had stammered his way through life but that participating on the course had allowed him to face his fears and to push beyond the limits he had felt constrained by.  \nPrevious Back to contents Next  \nI think that, as adult educators, we are familiar in our work life with stories of learners growing in both skill and knowledge, as well as in their capacities to engage more fully with self and others through participation in adult education. But I am not sure that we have found ways of allowing such stories to be claimed as valid scholarly knowledge.  \nAutoethnography and writing as a mode of inquiry  \nSo I decided to present an autobiographical story as the centrepiece of this paper to raise some issues around the complex process of the emotional process of adult learning. The story is an ‘insider story’(Dirkx, 2006b), written out of my habit of using writing as an approach to reflective practice (Bolton, 2005, 2006) and as a mode of inquiry (Richardson, 1997; Richardson and St Pierre, 2005). It seeks to be what Speedy calls a ‘parcel of knowledge-in-context’ (2005, p.63) which embodies the experience of working as a facilitator of adult learning, and being in turn changed by that experience. At this level, it might achieve what Ellis and Bochner (2000, p.744) suggest that personal narratives can do;  \n[they] create the effect of reality, showing characters embedded in the complexities of lived moments of struggle, resisting the intrusions of chaos, disconnection, fragmentation, marginalisation, and incoherence, trying topreserve or restore the continuity and coherence of life’s unity in the face of unexpected blows offate that call one’s meanings and values into question.  \nBut it is not a straightforwardly autobiographical story. Stanley (1992, p.14), in the context of feminist approaches to research, coined the term ‘the auto/ biographical I’ to refer to the way in which there is no simplistic, innocent self at work in writing subjectively, the individual is always closely articulated with others. The genre of autoethnography is a growing resource that uses self-stories and life writing to ‘display[s] multiple layers of consciousness connecting the personal to the cultural’(E","cbCaikaU0BjCDDkW","https://ap.wps.com/l/cbCaikaU0BjCDDkW","pdf",112015,16,"English","# Abstract\n# Introduction\n# Autoethnography and writing as a mode of inquiry\n# Emotional dimension of adult learning\n## Insider story and reflective practice\n## Auto/biographical I and intersubjectivity","[{\"question\":\"What research approach does the paper use to examine emotions in adult education?\",\"answer\":\"It uses autoethnography, presenting an autobiographical story as a mode of inquiry connected to reflective practice.\"},{\"question\":\"How does the author frame the value of personal narrative for scholarly knowledge?\",\"answer\":\"The paper argues that personal narratives can create an effect of reality and reveal complexities of lived moments, linking personal experience to cultural understanding.\"},{\"question\":\"What does the author suggest adult learners and educators gain through participation?\",\"answer\":\"Participation can help learners face fears, grow confidence, find a voice, and engage more fully with self and others in adult education.\"}]","A Parcel of Knowledge - An Autoethnographic Exploration of the Emotional Dimension of Teaching and Learning in Adult Education | PDF",1792066989,25]