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Paradigmatic Perspectives and Self-Authorship: Implications for Theory, Research, and Praxis
- Journal of College Student Development
- Johns Hopkins University Press
- Volume 60, Number 1, January-February 2019
- pp. 70-84
- 10.1353/csd.2019.0004
- Article
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Abstract:
The perspectives undergirding student development theory have evolved over time, yet few scholars have examined how various paradigms influence a specific developmental theory. In this literature review, I explored how constructivism, social constructionism, critical paradigms, and critical constructivism have shaped the study of self-authorship. Then, I investigated if and how race, racism, power, privilege, and oppression were accounted for in the self-authorship literature. The findings of my systematic literature review revealed the need to reenvision the journey toward self-authorship in a manner that is conscious of identity and power. Implications for moving toward a critical constructivist refinement of self-authorship are included.