Learning to Paint: An Autoethnographic Exploration of Adult Learning Beyond Formal Learning Contexts

Abstract

This reflexive autoethnography explores my experience of learning about myself as I experienced painting with watercolors. The focus of this research is understanding the interaction of identity, emotion, and belonging within the context of my own adult learning experience. The central emphasis seeks to offer contributing factors to adult learning in a context outside of formal learning opportunities, such as in university or school-based learning. I employed the reflexive process of autoethnography through journal entries, photographic documentation, and recalling to examine my own experience of learning in a non-academic setting. Various theories of self-identity, participation, and learning were explored to frame my own learning experience. This methodological approach allowed the pursuit of adult learning to emerge as something deeply intertwined with an individual’s understanding of their identity, affective experiences, and sense of belonging. These considerations have capacity to further current conceptualizations of the process of adult learning experiences. Implications for facilitators of adult learning are offered.