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1.
This research uses transformative learning theory to explore how Farmers Field Schools (FFS) of the Taita Hills, Kenya have contributed to environmental sustainability, with a particular focus on gendered learning. Both genders experienced transformations in their meaning schemes related to farming (e.g., men and women switched their traditional roles in tillage and planting). A significant change in meaning perspective occurred among men who overcame personal biases and a cultural practice of land inheritance for males to now include their daughters. More research is needed to explore how all participants (farmers, extension agents, scientists) could enhance sustainability efforts and gender equality through agricultural participatory education projects such as FFS. 相似文献
2.
《International Journal of Lifelong Education》2012,31(5):515-526
ABSTRACTThis paper argues that Non-formal Education (NFE) has seen a remarkable revival of interest across both developing countries and the more highly developed countries. Among the factors causing this revival is the search for alternative educations to meet the needs of different groups in society. But in the process, NFE has been relocated – not so much as ‘outside’ formal educational institutions but as a different kind of learning programme within a continuum of lifelong learning covering formal, non-formal and informal learning. It argues that the adult learning targets contained in every one of the Sustainable Development Goals (SDGs) cannot be met by formal learning programmes alone and require a much expanded non-formal education programme. To deliver this, the paper suggests that the current movement for community learning centres (CLCs) can provide a base for operationalising NFE for the SDGs. It takes a case study, the Folk Development Colleges of Tanzania, as an example of the kind of national system for NFE which can be built. It ends by looking at current redefinitions of NFE and at where such an NFE system might fit into the governmental architecture of educational planning. 相似文献
3.
《Teaching and Teacher Education》2006,22(6):690-699
Schools today represent students from diverse racial, linguistic, and other cultural backgrounds. Teacher-preparation institutions have the responsibility of providing prospective teachers with the skills necessary to meet the intellectual, social, and personal needs of these diverse learners. This article examines the rationale for a multicultural curricular transformation in Teacher Education programs. The author maintains that contrary to the single-subject approach that obtains in many institutions, pedagogical approaches should be re-conceptualized to embrace diverse perceptions in content, methods and assessment tools across all disciplines. The leadership in teacher training institutions also has the responsibility of creating positive environments where multicultural initiatives can thrive. Such transformative approaches will foster multicultural appreciation in pre-service teachers and provide them with the competences necessary to effectively meet the challenges of the changing school demographics. 相似文献
4.
Elizabeth A. Prosek Rebecca E. Michel 《International journal for the advancement of counseling》2016,38(1):61-76
In this qualitative inquiry, we studied the lived experiences of counselor trainees who participated in a short-term study abroad program in Dublin, Ireland. It was found that counselor trainees self-reported transformative growth as a result of their cultural immersion. Specifically, counselor trainees identified an increase in cultural self-awareness, other awareness, and global connection. The implications of applying transformative learning theory and the Multicultural Immersion Experience model to guide cultural immersion programs are discussed. 相似文献
5.
This article compares nonformal education (NFE) and training options for women among the small island countries of Fiji, Kiribati, Niue, Tonga, Barbados, Grenada, St. Lucia, and St. Vincent. Data were obtained from 4 groups (the government agency for women, the national women's organization, a nongovernmental organization, and the university extension center) that operated an NFE course during 1992-94. Interviews were conducted among the tutor and 5 women from the selected NFE programs who had attended research workshops. Over 200 women were interviewed. Caribbean country NFE programs included a varied program of instruction that included, for example, self-defense, assertiveness training, and women-in-trade programs. South Pacific training programs included, for example, training of trainers, leadership training, women and traditional medicine, and women in development. Regional papers in preparation for the 1995 Beijing Conference included research findings on NFE, including workshop findings. Facilitators from Niue and Tonga were more satisfied with women's status in their countries than those in Fiji and Kiribati, but women in all 4 countries said things were changing. Women reported benefits from NFE programs such as new information, acquiring new skills, visiting new places, and sharing experiences with other women. In Kiribati and Tonga, women were disappointed in lack of follow-up. Caribbean women were self-aware, but gained insight into their lack of rights and justice. Not all programs empowered women. NFE providers and participants were unable to identify significant outcomes. 相似文献
6.
Tracey Lamont 《Religious education (Chicago, Ill.)》2020,115(2):171-183
AbstractThe Loyola Institute for Ministry (LIM) developed a method of practical theology for ministry professionals and religious educators rooted in transformative learning theory to enable students to reflect more intentionally and theologically on their experiences in ministry. This study asks, by teaching students to engage in dialogue through transformative learning practices in safe spaces, are religious educators inhibiting the self-actualization needed to confront white normativity and expose white fragility, thus, advancing rather than dismantling racism with our students in graduate programs in ministry and religious education? 相似文献
7.
Towards Cultural Competency with a Latino Community: A Cross-Cultural Teaching Model 总被引：1，自引：1，他引：0
Antonia Cordero DSW 《Journal of Teaching in Social Work》2013,33(1-2):165-189
Social work programs that prepare students for culturally competent practice rely on the principle that cultural identity and differences are positive; and that social work services need to be delivered in ways which are culturally acceptable to clients and enhance their ethnic group participation and power. Cross-cultural experiences facilitate the development of cultural competence. Equipping students in the necessary affective, cognitive, and behavioral areas for cross-cultural learning and competent practice call for teaching approaches that capitalize on the adult learning process; and where meaningful learning can be transformed to a learning process beyond the academic experience. This paper presents a cross-cultural teaching model designed to facilitate a culturally transformative learning process within the classroom and with the Hartford Latino Community in Connecticut. 相似文献
8.
Twenty-nine student teachers from a large metropolitan university in Queensland, Australia were interviewed at the beginning (Time 1) and end (Time 2) of a year-long graduate diploma in education to investigate the nature of their knowledge about learning and changes in such knowledge over the year. At Time 1 and Time 2 most students thought learning should be meaningful and preferred to use transformative learning approaches. However, students indicated a willingness to engage in reproductive approaches to learning if the content to be learned was uninteresting, workloads were high, or assessment was examination-focussed. The results also indicated that while many students did not experience significant changes in their knowledge about learning over the year, they believed that transformative learning had become more of a focus for them. Investigating student teachers' knowledge about learning has implications for effective learning in teacher education programs. 相似文献
9.
Responding to the ubiquity of information and the corresponding need to filter and make sense of it, transformative learning is increasingly being used to frame learning experiences in higher education. While several instruments have been developed to measure transformative learning in educational settings, little work has been done towards an understanding of transformative learning measurement in online environments. This study was conducted over two phases, an initial exploration of a reflective thinking questionnaire with students in an online MBA program of a higher education institution in the mid-Atlantic region of U.S., followed by a confirmatory phase of a refined, three-factor instrument in the same context. This study demonstrated the improved fit and overall interpretability of the three-factor instrument. The measurement invariance of the factor structure has also been examined with a set of covariates. 相似文献
10.
ABSTRACT This research project examines experiences at the University of Winnipeg in facilitating land-based pedagogical (LBP) courses to ascertain the potential of land-based learning in strengthening students’ connection with Indigenous ways of knowing in Manitoba. The overarching aim of the research was to create empirical support for building bridges among the pedagogical approaches of land-based learning, two-eyed seeing, and transformative learning as a strategy for promoting transformative third space through land-based education programs. Transformative third space is utilized to conceptualize the process of weaving together Indigenous knowledges and academic knowledge to encourage intercultural dialogue and perceptual shifts in students’ understanding of Indigenous ways of knowing. 相似文献
11.
Jillian Seniuk Cicek Sandra Ingram Marcia Friesen Douglas Ruth 《European Journal of Engineering Education》2019,44(1-2):49-70
ABSTRACTAn engineering professor of a first-year thermodynamics course and a PhD student with a focus in engineering education in a large research university in Canada participated in an ethnographic action research study with the intention of increasing active learning in the classroom to enhance student engagement and learning. Unexpected findings included transformative changes to the professor’s epistemology of teaching and learning. Through the action research cycle of planning, implementing, observing, and critically reflecting, modifications were made to the instructional strategies and the learning environment that created a micro engineering community of practice where both students and teaching assistants engaged in deep learning and legitimate peripheral participation on the trajectory to ‘becoming engineers’. Qualitative interview data from the professor, three students, and three teaching assistants are analysed through approaches to learning research and situated learning theory. Engaging in action research had profound repercussions in this case. The authors make the argument for action research as a catalyst for transformative learning required for teachers to engage students in the twenty-first century classroom. 相似文献
12.
This qualitative study examined the question: How can arts-based approaches facilitate transformative learning in a student teaching seminar? Two teacher educators facilitated a supplemental and voluntary arts-based ST seminar that comprised six, two-hour sessions. Thirty-four student teachers participated over five semesters making use of Theater of the Oppressed and other arts-based activities to process dilemmas they faced in their student teaching contexts. Data included video recordings, photographs, journal reflection, participant artwork, and transcribed focus group interviews. Data analysis employed line-by-line coding to identify critical incidents. We offer examples where pre-service student teachers worked with a dilemma, examined their assumptions, engaged in perspective-taking, and in the process explored new possibilities. Engaging in embodied reflections, naming, imagining, and critically reflecting provided rich opportunity for constructing new ways of thinking and feeling, which could lead to transformative learning. Issues relating to the seminar environment like safety, starting with participants’ dilemmas, and willingness to take risks and ownership in the learning process supported transformative learning in an arts-based student teaching seminar. 相似文献
13.
Jane Roberts 《Environmental Education Research》2011,17(5):675-688
This paper takes as a case study an undergraduate field class from a UK university to rural Uganda. It describes and evaluates the use of video diaries as a tool for investigating the process of transformative learning in the context of education for sustainability. The applicability of threshold concept theory to this learning is investigated. Results show the video diary technique to be much more successful in capturing the development of student learning than written diaries. Despite some practical difficulties, rich data were generated. Analysis demonstrated that learning met three of the five criteria for threshold concepts: the learning was transformative, integrative and troublesome. Further research could test whether the learning in this case study met the threshold concept criterion of irreversibility. Further elaboration of the theoretical relationship between threshold concepts, transformative learning and education for sustainability is also needed. It is concluded that the video diary method is potentially transferable to other educational research contexts and may be particularly suitable for researching learning in threshold spaces. 相似文献
14.
Although scholarship and research have demonstrated the positive impact of professional learning on academic teaching and
learning, an inadequate amount of research has examined how professional learning is associated with transformative teaching
for equity, diversity and social justice. This survey study explored the relationship between professional learning and teachers’
beliefs about diversity, transformative expertise, and transformative teaching by comparing two models of professional learning
in 25 small urban elementary schools. Results indicated that factors in both the process and transformative content models
predicted differences in teachers’ reported beliefs, expertise, or teaching. While some factors such as learning to teach
for social justice consistently predicted increased transformative practices, other factors failed to predict or were associated
with decreased transformative practices. After discussing the findings, implications for practice, theory and research are
offered. 相似文献
15.
E. Suzanne Nederlof PhD researcher Ezekiehl N. Odonkor 《The Journal of Agricultural Education and Extension》2013,19(4):249-271
Abstract The Farmer Field School (FFS) is a form of adult education using experiential learning methods, aimed at building farmers’ decision-making capacity and expertise. The National Research Institute in West Africa conducted FFS in cowpea cultivation and we use this experience to analyse the implementation of the FFS approach. How does it work in practice? The curriculum deployed is compared to the ‘principles’ for FFS curricula. We assessed the impact of the FFS on the implementation process of Integrated Pest Management (IPM) practices in farmers’ crop management. The appreciation of different stakeholders is also recorded. The analysis shows that the FFS was used as a tool to transfer messages, rather than to foster experiential learning among farmers. The article seeks to analyse the reasons for this shift in objectives and concludes that the way in which the FFS approach was applied in the case of the cowpea project did not allow optimal benefits to be derived from IPM practices. 相似文献
16.
NASA Education: Using Inquiry in the Classroom So that Students See Learning in a Whole New Light 总被引：1，自引：0，他引：1
This article addresses how NASA uses inquiry in the classroom so that students can see learning in a whole new light. The goal is to increase scientific literacy among Americans and to entice a greater number of students to pursue careers in science, technology, engineering and mathematics. Although NASA offers a diverse array of programs that incorporate inquiry learning through a well-established distribution network, this article examines two programs: the Virtual Design Center (VDC), created by the Classroom of the FutureTM, and the NASA Explorer Schools program, one of four pathfinder initiatives that the Agency launched to inspire the next generation of space explorers. 相似文献
17.
Kari Kragh Blume Dahl Christopher Malagad Millora 《International Journal of Lifelong Education》2016,35(6):648-663
This study explores reflective experience during transformative, group-based learning among university leaders following a natural disaster such as a typhoon in two Philippine universities. Natural disasters are recurrent phenomena in many parts of the world, but the literature largely ignores their impact on lifelong human learning, for instance regarding preparing the university setting for future natural disasters. The study used interviews and document analysis, drawing on a body of interrelated works in transformative learning theory, critical educational theory and conceptions about group processes and reflective practice to understand university leaders’ lifelong learning from natural disasters as experiential, transformative, reflective and group oriented. The findings document that university leaders’ reflective, transformative learning depends on individuals’ experience of natural disasters as disorienting dilemmas, and that reflection is facilitated by decisive group dynamics rather than only personal reflection. Facilitating a learning space for transformative, reflective learning in university settings might assist university leaders to enhance disaster risk preparedness, for instance through local policy change. 相似文献
18.
Tom Leach 《International Journal of Lifelong Education》2013,32(3):185-201
The paper seeks to present a reconceptualization of non‐formal education (NFE). The argument is based on developing nations of Asia, Africa and the Pacific. The reconceptualization is based on bringing together three different types of NFE: NFE as complement, alternative and supplement to the formal education system. The first type represents the role of NFE in providing a means of satisfying unfulfilled provision from the school system; the second type is equated with the use of traditional or indigenous learning; the third is related to the sorts of educational activities associated with development activities following the end of the Cold War. While it is argued that NFE is nation and culture specific, analytic tools are suggested that allow NFE in its three types to be discussed across nations as well as for any individual developing nation. The tools used for the analysis consist of methods to describe the providers of the various forms of NFE‐agencies and institutions‐and three concepts to examine the three types of NFE, namely as a system, setting and process. 相似文献
19.
20.
This paper argues that teacher training programs, with the objective of transforming gender norms in schools, should employ a critical pedagogy framework in order to achieve the transformational learning goals necessary to change the deep-seated beliefs and patterns of behavior that characterize these gender norms. Using document analysis, this study evaluates the teacher in-service training component of two school-based intervention programs, aimed at promoting gender equality in school communities. This paper finds that the trainings miss opportunities to employ elements of critical pedagogy and therefore, are not likely to create a transformative change around gender norms in schooling. 相似文献