The self-positioning strategies of adult learners in relation to family narratives

Emilia Mazurek

doi:10.3384/rela.2000-7426.5370

Authors

Emilia Mazurek University of Lodz https://orcid.org/0000-0002-2132-8756

DOI:

https://doi.org/10.3384/rela.2000-7426.5370

Keywords:

adult learning, narrative-based learning, family narrative, intergenerational transmission, storytelling

Abstract

The aim of this study was to identify how young adults position themselves in relation to family stories for better understanding the dynamics of continuity and discontinuity in the process of becoming adults. The qualitative research was conducted in Poland. Author’s family narrative sheet was used for data collection. A total of 54 participants aged 19 to 25 were enrolled. Three types of family narratives were recalled by participants, which correspond to the levels in the ecological systems model by Robyn Fivush and Natalie Merrill. Four strategies of self-positioning towards them were identified: construction, co-construction, negotiation, and rejection. The results could be used to support families in deepening relationships through encouraging storytelling. On the other hand, they could help in avoiding idealization of family storytelling and the recognition of young adults’ freedom to re-position themselves towards family stories, myths and legends in order to build their own ideas, values, identities.

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