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It argues that learning beyond the academy and courses can empower voices otherwise excluded from mainstream education, linking personal experience to cultural and political understandings. The paper outlines optimistic aims: sharing elders’ wisdom across generations, validating multiple identities for older people, and examining methods for telling and sharing narratives. Research methods are discussed via Law’s critique of methodological normativities and Muncey’s challenge to plural and messy human experience.",{"@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":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-adult-learning-volume-57-autoethnography-beyond-the-academy/592545/",{"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/australian-journal-of-adult-learning-volume-57-autoethnography-beyond-the-academy/592545.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","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 does the paper aim to achieve in later-life learning research?","Question",{"text":112,"@type":113},"It seeks to identify ways of sharing elders’ wisdom across generations, help older people validate and share multiple identities, and examine methods for sharing narratives in ways that reverse stereotypes and support excluded groups.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the paper focus on autoethnography beyond the academy?",{"text":117,"@type":113},"It positions autoethnography as a framework to empower voices and connect personal experience to cultural narratives, enabling learning and meaning-making in everyday later-life contexts.",{"name":119,"@type":110,"acceptedAnswer":120},"How do Law’s and Muncey’s views influence the paper’s approach to research methods?",{"text":121,"@type":113},"Law is used to critique the normativities attached to research methods, while Muncey’s challenge supports embracing the chaotic, messy, and plural nature of human experience and interpretive approaches.","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},592545,1792676088,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"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},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Australian Journal of Adult Learning Volume 57, Number 3, November 2017  \nConstructing narratives in later life: Autoethnography beyond the academy  \nBarry Golding & Annette Foley Federation University Australia, Ballarat  \nLearning through life experiences as distinct from learning through the academy and courses have become increasingly important themes in later life adult education research and practice. Whilst the dominant discourse for most younger people is still about education and training for students in standardised and accredited courses, there is increasing FRQFHUQ WR ¿QG ZD\\V RIJLYLQJ YRLFH WR HPSRZHUSHRSOH RWKHUZLVHH[FOXGHG􀀏 GLVHPSRZHUHG RU PLVVLQJIURP PDLQVWUHDP HGXFDWLRQ􀀏 OHDUQLQJ􀀏 UHVHDUFK DQG WKH FRPPXQLW\\􀀑 7KLVSDSHU VSHFL¿FDOO\\ H[ SORUHVDQG DFWLYHO\\ PLUURUV ZD\\V RIXVLQJ WHFKQLTXHV GHYHORSHG WKURXJK DFDGHPLF DXWRHWKQRJUDSK\\ WR HPSRZHU ROGHUSHRSOH WR VKDUH DQG PDNH VHQVH RIWKH OLYHV WKH\\ KDYH OLYHG E\\ H[SORULQJ VRPH RIWKH unexamined assumptions that govern everyday life, behaviour and GHFLVLRQ PDNLQJ LQFOXGLQJ LQ WKH PDQ\\􀀏 RIWHQ YHU\\ LQIRUPDO FRQWH[WV ZHOO EH\\RQG HGXFDWLRQDO LQVWLWXWLRQV􀀏 WKH DFDGHP\\ DQG SDLG ZRUN 􀀑 ,Q HVVHQFH􀀏 OLNH DXWRHWKQRJUDSK\\􀀏 RXUSDSHU VHHNV WR LGHQWLI\\􀀏 LQW HUURJDWHDQG FHOHEUDWH ZD\\V RIUHYHDOLQJ DQG GLVSOD\\LQJ PXOWLSOH OD\\HUV RI consciousness connecting the personal to the cultural for sharing and celebrating diversity in later life.  \nKeywords: ODWHU OLIH􀀏 DXWRHWKQRJUDSK\\􀀏 OHDUQLQJ􀀏 ZLVGRP􀀏 QDUUDWLYHV􀀑  \nConstructing narratives in later life: Autoethnography beyond the academy 385  \nIntroduction  \nKirkwood, Bond, May et al. (2010:34) suggest that there can be no more important agenda in an apparently interconnected world than to reverse the ‘persistent negative stereotyping of older people by society,[who complain of being] …marginalised and ‘on the scrapheap of society’. Our paper has three main, optimistic aims. First, it seeks to identify new and old ways of sharing the wisdom and resources of elders across generations. Second, it seeks to help older people validate and share their multiple identities beyond simply ‘being old’ and in doing so ‘preserve their independence and wellbeing’(Kirkwood et al., 2010) . Thirdly, it seeks to identify and validate methods of sharing narratives DQG UHYHUVH ZKDW 0XQFH\\ 􀀋􀀕􀀓􀀔􀀓􀀌 LGHQWL¿HV DV D ODFN RI D VKDUHGXQGHUVWDQGLQJ WKDW SHUPHDWHV SROLWLFDO􀀏 FXOWXUDO􀀏 DUWLVWLF DQG VFLHQWL¿F practices and leads to unrealistic social practices and misunderstood groups of excluded people.  \n2XU SDSHU VHHNV WR GR ¿YH WKLQJV􀀑 )LUVW􀀏 ZH LGHQWLI\\ VRPH RIWKH appealing characteristics of authoethnography as applied to learning in later life. Second, we identify areas of likeness and synergy between autoethnography, narrative research, the discourse of research and the act of telling and sharing stories in community contexts. Thirdly, we identify some of the many values of story telling and sharing in later life, emphasising the diverse community contexts where this already takes SODFH􀀑 )RXUWKO\\􀀏 ZH XVH SDUWV RI RXU RZQ H[SHULHQFHV􀀏 IRU WKH ¿UVW DXWKRU as an older researcher ‘beyond paid work’, and for the second author asa feminist researcher, to respond personally to a prescient observation by Frank Doolan, an Aboriginal Elder from Dubbo, Australia, that Men’s Sheds are ‘just a bunch of blokes with stories’, and that ‘Here in Australia a man can get to a certain age and never get a chance to sayto someone,“This is what I did”. Sometimes the best you can do for a bloke is say “Pull up a chair brother and tell me where you’ve been”. (Dubbo CMS, 2012:17). Finally, we offer some conclusions and concrete ideas as to what might be learned from autoethnographic approaches to better understand living and learning in later life within and beyond the academy.  \nOur analysis with its deliberately embedded, brief autoethnographic narratives is framed in the context of a growing recognition in the academic literature that ‘learning through life (Schuller & Watson, 2009) as distin","cbCaid7FA1q6RRIB","https://ap.wps.com/l/cbCaid7FA1q6RRIB","pdf",102169,17,"English","# Introduction\n# Research methods","[{\"question\":\"What does the paper aim to achieve in later-life learning research?\",\"answer\":\"It seeks to identify ways of sharing elders’ wisdom across generations, help older people validate and share multiple identities, and examine methods for sharing narratives in ways that reverse stereotypes and support excluded groups.\"},{\"question\":\"Why does the paper focus on autoethnography beyond the academy?\",\"answer\":\"It positions autoethnography as a framework to empower voices and connect personal experience to cultural narratives, enabling learning and meaning-making in everyday later-life contexts.\"},{\"question\":\"How do Law’s and Muncey’s views influence the paper’s approach to research methods?\",\"answer\":\"Law is used to critique the normativities attached to research methods, while Muncey’s challenge supports embracing the chaotic, messy, and plural nature of human experience and interpretive approaches.\"}]","Australian Journal of Adult Learning - Volume 57 - Autoethnography beyond the academy | PDF",1792074802,43]