Life history or biographical approaches to research in lifelong learning may be particularly useful for researchers working from a social purpose and/or feminist perspective.
Adult educators working from an emancipatory framework are often curious about factors that shape people's lives, both from an individualistic, biographical perspective and from a broader social-cultural framework. Through life history and biographical research they can gain insights into what motivates people to engage in adult learning for social and personal change.
Looking at examples taken both from the literature and from four different research studies that the author has engaged in during recent years, some of the benefits, challenges, and possibilities for life history/biographical research are explored in this paper. Both practical aspects, such as how to recruit participants, and more philosophical/methodological concerns such as the importance of recognising how participants use narrative as a means to explore meaning making around their own identity and life course are explored in the discussion. In conclusion, the paper argues that new technologies and emerging forms of artistic representation in life history and biographical research offer opportunities for both educators and participants, as well as other audiences, to explore adult learning experiences connected to social justice.
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