The film Erin Brockovich tells the story of how Erin and attorney Ed Masry successfully pursued legal action against utility giant Pacific, Gas and Electric (PG&E;). The film managed to illustrate the course of Erin’s human development; particularly, in the face of interpersonal resistance, coping with divorce, child rearing, adjusting to new relationships, and surviving economic distress. Nonetheless, Erin’s courage, perseverance, and enduring spirit allowed her to maneuver cleverly through these obstacles. In the end, Erin was able to move toward a novelty of self-discovery, and achieve a renewed sense of fulfillment. The tenets of adult learning, which guided Erin’s development, were present throughout the film.
Referring to Knowles’ view on andragogy, Merriam (2001) exemplified that adult learners “become increasingly self-directed as they mature” (p. 8). Tough, as cited in Merriam (2001), noted that learning is widespread and that it “occurs as part of adults’ everyday life” (p. 8). Humanists assert that learning should “have as its goal the development of the learner’s capacity to be self-directed” (Knowles & Tough, 1991; Brockett & Hiemstra, 1991, as cited in Merriam, 2001, p. 9). Over the course of Erin’s maturity, numerous factors have influenced her learning experience. It is within this analysis that I aim to explore three factors that have influenced her development and learning: barriers, motivators, and the social context.
Cross (1981), as cited in Isaac and Rowland (2002), discussed situational barriers to the adult learning process. Situational barriers include factors like costs, “lack of transportation, work and time constraints, and family problems” (Langsner, 1994; & Vann, 1995, as cited in Isaac & Rowland, 2002, p. 104). The opening of the film showed Erin participating in a job interview, which unfortunately resulted in her being denied. As an unemployed and twice-divorced mother of three, it was her hope that this job opportunity had presented itself, namely for the sake of her and her children. This denied opportunity came at a crucial time when she needed financial resources to meet her family’s basic needs. As evidence, a scene from the film substantiated Erin’s near destitution. When she opened up her cabinet, there was a visual display of a few food items, including a box of Macaroni and Cheese.
In reference to their participation in learning or workplace activities, Kasworm (2003) indicated that motivating factors for adults are “internal life developmental changes, external planning to create a different future life in their adult world, or a mixture of the two life-context motivators” (p. 6). Erin’s divorce and unemployment status were life changes that she had experienced. The understated elements of divorce and unemployment catalyzed Erin to seek employment in Ed Masry’s office. Erin’s motivation was not limited to personal life changes. Given the fact that she has three young children, it is most likely that Erin would have been motivated to “seek new life choices that will provide greater benefits and rewards” (p. 6). Any future planning by Erin might result in a better life and standard of living for her children. As justification, and out of frustration (after seeing a bug crawl on her kitchen floor), Erin states to George “who let’s their kids run around in a place…that is crawling with bugs the size of house cats,” (Erin Brockovich, 2000). Her lamentation appears to suggest that her children’s safety and well-being was of utmost importance.
As commonly thought, the learning context is not restricted to academic settings. Billett (2002) called for a workplace pedagogy, which allows a worker to learn through workplace experiences. These experiences would be “directed at developing expert vocational practice through work” (Billett, 2002, p. 27). As expected, and through delegation by her peers, Erin’s learning consisted of participating in everyday routine work activities. Although Erin was successful in directing her own workplace practice during her tenure, there was one moment in which she required assistance from a co-worker. It was during her examination of real estate files, that she encountered resistance from this co-worker. Erin’s reactive stance through her inquiry about the files is consistent with how Billett (2002) described the workplace participatory practice of “securing appropriate guidance from experienced co-workers (p. 29). Billett (2002) pointed out this type of resistance as a limitation. He states that new workers may have difficulties “with accessing appropriate expertise and experiences required to develop vocational knowledge” (p. 31).
Nonetheless, Erin did not cease to acquire new knowledge and was adamant about learning her job responsibilities. She set a course to map out her own self-directed learning by studying files at home and spending time in the field for an extended amount of time; albeit to the detriment of neglecting her family and losing her job. Learning models developed in the latter part of the 20th century would explain Erin’s enmeshment with her own learning. As accorded by Merriam (2001), self-directed learners are likely to engage themselves in the learning context, while understanding the nature of their own learning. Befitting to Erin, Merriam (2001) notes that “not only the learner but the context of the learning and the nature of the learning itself are [taken] into account” (p. 9).
As cited in Billett (2002), Valsiner and van der Veer explained that an “individuals’ thinking, and acting, and learning through work is shaped by reciprocal social contributions that compose the cognitive and social experiences” (p. 29). Erin’s character does not outright reflect this perspective. Although she was autonomously driven toward her work tasks, her lack of social interaction was not espoused by the “reciprocity” principle touted by Valsiner and van der Veer (2000). In addition, Erin chose not to subject herself to normative workplace practices, such as going out to lunch or leaving on time. As illustrated in the film, Erin maintained a contentious relationship with her co-workers, which also does not support the philosophy outlined by Valsiner and van der Veer (2000). Nonetheless, it could be safe to say that a “poor fit” existed between Erin’s learning directed activities and the cultural practices of her work environment.
One unintended effect of self-directed learning is that it promotes emancipatory learning and social action. In her reference to Andruske (2000, p. 11), Merriam (2001) cites that women “became political change agents as they attempt[ed] to control and to initiate change in their everyday worlds in response to oppressive external structures” (p. 9). Erin fought relentlessly against the utility power structure that had exploited the residents of Hinckley. Her staunch efforts triggered a favorable legal response, which took away PG&E;’s credibility as a utility giant. So as an outcome, Erin’s total learning experienced positioned her toward a newness of life, influenced her economic stability, and improved her relationship with her children.
References
Billett, S. (2002). Toward a workplace pedagogy: Guidance, participation, and engagement. Adult Education Quarterly, 53(1), 27-43.
Isaac, P. & Rowland, M. (2002). Institutional barriers to participation in adult education among African Americans within religious institutions. Journal of Research on Christian Education. 11(2), 101-119.
Kasworm, C. (2003). Setting the stage: Adults in higher education. New Directions for Student Services, 102, 3-10.
Merriam, S. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. NewDirections for Adult and Continuing Education, 89, 3-13.
Soderbergh, S. (Director). (2000). Erin Brockovich [Film]. Universal City, CA: Universal.
