1. Researching on transitions in life courses among women-adult learners. A
biographical approach.
Marta Zientek
Jagiellonian University and Cracow University of Economics
"People's life stories were often more interesting than they were themselves."
Iosip Brodsky, winner of the Nobel Prize for Literature
INTRODUCTION
In my paper I’m concentrating on the results of my research on transitions
which was made among women-adult learners during different educational courses
they decided to take in the academic year 2009/2010. This research can be treated
as a mirror which shows the discrepancy between how people are willing to present
themselves and what is actually inside them. I think that analysis of one's own life
and the history of one's own family in the learning process stimulate self-
development and make it possible to shape the relationship between adult learners
and their surroundings harmoniously, to identify certain inner resources, and thereby
to sketch out markers and prospects for further sensible development. In my
research report life stories are described as the evidence of narrators’ development,
governed by the interplay of specific factors such as nationality, gender, environment,
language or dialect, etc. My research presents also the proof that person’s path
through life is influenced equally by such parameters as personal factors: sense of
belonging, place of origin, individual life plans and finally by external ones: chance
occurrences, divorce, losing job or retirement. Work on these "elements" of individual
human lives in the framework of educational programmes makes it easier to
understand the story of human life as a whole. The interplay and interaction between
these factors (including nationality and gender), both when they agree and when they
conflict with one other, "carry" people through their life courses so it is easier them to
speak and present the influence of their decisions, actions and attitudes to the
listener / researcher. Giving strict data in a form of storytelling during the interview
means creating a construct, a particular structure that exists in people’s
consciousness. A single element of a life story is an event, which is defined by
having a be-ginning and an end. Apart from the essential elements (events) of my
research, a life story also contains a variety of transitions, bridges, precipices,
unseen mismatches, obstacles and "accelerators". Because of these "auxiliary
elements", a life story does not break down into individual fragments, but rather
determines the overall direction of life. Basing educational work with adults on the
biographical method therefore represents the creation of mental constructs, the
structure of which becomes apparent in the present in the context of situations
actually experienced in the past. The biographical method, presented in my study, is
underpinned by memories, the repetition in thought of events, of episodes which
have remained in the memory of the narratives.

2. THEORETICAL BACKGROUND
Without any doubt, learning process is treated by contemporary researchers as
an integral part of human nature, a value in itself, essential for people's happiness
and fulfillment, vital for developing and maintaining the full capacities of people's
senses and intellect beyond the scope and age of their economical activity, needed
for their alert interest in what is happening with them and their surroundings, for their
concern and commitment for the welfare of themselves as well as that of their
neighbours, for their participation in the management of their neighbourhoods, their
communities, their countries and that of the entire world, in essence for active
citizenship and democracy. Nowadays, an increasing proportion of adults, mainly
women have been returning to colleges or universities. Some want an additional
degree to move up a career ladder or seek training to perform their present job more
better. Some decide to attend university to feel prepared to changes during their
working life stories by moving to different professions. More and more women, while
being pensioners, are taking courses to fill leisure time and to feel its non-wasted by
daily routine and housing. Others need to learn about subjects they’ve always find
challenging but they’ve no time as they were younger. They just want to expend their
knowledge in special interests areas such as photography or sculpturing and art to
be active, up-to-date and still feel modern in thinking. Women-professionals in some
rapidly growing fields such as IT, computer science, medicine, law or teaching need
to keep up with new developments. Social work practitioners often take workshops or
continuing education courses to keep abreast of new treatment techniques, new
programs and changes in social welfare policy. In our modern, complex society it’s
obvious and essential that learning continuous throughout human’s life span.
Women-learners try to find their common space for sharing their own working
knowledge, social experience and finally they help themselves by working out their
possible, future life-courses with clearly defined directions to follow. It is well known
that many older learners in various educational programmes, courses and workshops
find the main, almost the essential, value of them to be the opportunity "to talk to
people like me", "to communicate with people who understand you", "to share
memories with someone". It has been seen that we all have favourite stories about
ourselves, which can be told repeatedly with visible pleasure, without their losing
their attraction or novelty, topicality or meaning for the narrator. At the same time, the
identical event is never recounted in exactly the same way: intuitively, the author and
narrator chooses the style, way of speaking and speed; and the necessary details
and even the nature of the text chosen depend on the specific circumstances (of
today). When older people speak, the narrative motive may be a declaration, a
means of self-presentation, but frequently it may also be the reason behind a choice
or decision in real life. This means that it may be a brake or a saying that "shut off"
new opportunities and prospects at some stage of our lives.

3. That’s the aim of learning process during the life course. As such, it is perceived by
observers as permanent and continuous, what’s more, it’s realised in an articulated
manner by all the participants who are involved in every moment of it, finally including
every participant’s narrative life story in a concrete, tamed space of life.
RESEARCH
This research data below uses narratives of development and transition of
adult women who struggle with such issues. They demonstrate the real-life process
of developmental change that comes about for them while hoping to change their
private lives or move into professional ranks in employment. These women are
conscious of being derived from case studies of women in diverse socioeconomic
strata in middle and later adulthood. Their stories of emotional challenges and
cognitive-inform attitudes help our understanding of the process of learning for many
adults. Here are some examples:
Marta, (68) “My parents were traditional. My dad's role was to be the breadwinner
and my mother stayed at home and took care of five children. Both had finished high
school and my dad did two years of college. He worked his whole life (…).He rose
through the ranks to be a vice president and retired at age sixty-five. My mother took
a part-time job after the kids left home. All five children finished high school and my
two brothers went on to college. My sisters and I attended junior college and married
in our early twenties. I’ve never had the opportunity to start academic education
before because of taking the role of housewife. Now, after being divorced, thanks to
my children, I have a great opportunity to gain knowledge of professional
photography at the University of Third Year. I’m fulfilled as a human being at least.”
Krystyna, (62)“ I do not reject the typical state of life circle as marriage but now I see
it had also negative influence on me and my friends life. We didn’t consider lifelong
learning or education for pleasure and, what’s more, self-development wasn’t so
useful earlier (...) Partly a matter of feeling old, partly because few of our friends were
employed, partly because of the conservatism of our husbands, and largely because
most of us were mentally dependent, the great majority, I think, continued to live
within the homemaker role. Now we – five girlfriends from primary school – decide of
our educational path, being involved in social worker training. We want to work
among children, starting in 2012.”
Beata, (70) “Life is like playing a violin alone on a stage and learning to play the
instrument while you're doing it; when you’re young you do not think about the
passing time and all these lost opportunities you had while playing, you just want to
come back home after school home and need to get a profession to earn living;
you’re accustomed (...) Having a job and family you’re so tired and finally the aim of
education is getting away your thoughts. Now, being alone after the death of my
husband, (…), I can be here and study cosmetology. (…) This group is my new
family. We are together in everything and we will move through this transition (of
education) together! I’m not alone on a stage of my life circle”

4. Jadwiga (65) “My children have just settled down and they do not have so much time
for me now. So I realised it’s the right moment to do something else, finally to grow!
It’s the time to learn what I love since I was seven – taking care of plants and
gardening. I attend this workshop to be prepared to start my studies at plants as an
example of tool to modeling interior architecture of modern houses (…) Next month I
hope to get certificate and I’m ready to start my working career as a floral designer. “
Barbara, (55), “(…) I needed some advice in the master of arts program in human
development/gerontology. The conflict for me started two years ago and was not that
I felt my life was over, or that I was limited by gender in my struggle to have a career;
rather, it was the need to pursue an advanced degree and earn a living
simultaneously. With two children in college and another finishing high school, I did
not have the luxury of finding myself."
Women learners are often self-observant about their process of differentiation within
the classroom community. They experience some confusion while getting a great
deal of energy to learn something new. This situation sets a high goals for
themselves and require affirmative feedback for their instructors. Connecting in
learning settings and building trust and confidence of training staff seem to be crucial
for older adult women-learners. Discussions, group projects, dialogical classroom
interactions offer a framework for bonding and support:
Teresa, (56) “ I have learned more about myself during this term than earlier in my
whole life. I know what learning potential I have and which parts of knowledge is
easier for me to grab.”
Maryla, (59), “Last winter our group strategies class really bonded, I mean, it’s the
way we tug on each other (...) and now we’ve had two other classes with these
people. We trust each other and support our private initiatives and try to solve
problems (…)We finally built cohesive networks”
Petronela, (67), “We, women-learners, are cooperative groups, more than
individuals, common sense of participation, we have robust personal networks which
indicators include high levels of trust and believes.”
Maria, (70), “ (…) being a student I didn’t realize the fact that I will be seventy-one in
November, I think that I’m at the cusp of acceptance but I still have some way to go
before I can bask in the confidence of being a mature woman. I’m confident,
however, my age is working for me! I feel like a teenager being in our learning group.
I’m in the right track of my life!”
Anna, (64), “ Having thoroughly enjoyed my teaching profession for thirty-two years, I
was surprised of the intensity of transition that I was called upon to undergo during
last three years of workshops and trainings in my life. I was being called to new
understand of self-identity, divested of the role I had exercised well. I was pushed to
redefine myself, as person, rather than as teacher. I did not like the feelings of
vulnerability, powerlessness and confusion which overtaken this whole process of
transformation.”