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1.
Dale M. Holt 《Distance Education》1993,14(2):232-259
This ethnographic study of a management learning experience by distance education analyses participants' changing conceptions and practices of management using the notions of professional empowerment, integration, odysseys and personal transformation. The study reveals the nature, extent and processes of professional empowerment and personal transformation. It also attempts to illuminate the contribution that the MBA program by distance education and ongoing workplace experience made to the processes of empowerment and perspective transformation. MBA participants are seen to be negotiating different stages of the empowerment/ transformation process. Different stages are seen to demand different empowerment/ transformative strategies, and to contain different forms of barriers to professional empowerment. The sobering possibility of participants experiencing professional disempowerment is highlighted in the study. 相似文献
2.
Melanie Walker 《Educational Action Research》2018,26(1):166-181
As a methodological approach, participatory action research (PAR), and its variant of critical action research in education, aims to further social justice and generate transformative change. Although this understanding of PAR is well rehearsed, there is still a gap in detailed explorations of the transformative impact of PAR projects in higher education settings beyond the classroom: how do we then know whether transformative change through PAR has taken place, in which ways, through which processes, and for whom. This article aims to address these questions through proposing the use of a participatory action research cube (PARC) as a human capabilities evaluative framework for personal and structural transformative change enabled by PAR projects. Evaluating transformative change from this perspective rests on both the normative nature of the capabilities approach in its justice concerns, as well as consideration for individual well-being, understood as the expansion of freedoms people have to live the lives they value. Evaluating change both includes personal well-being as well as broader social or structural impact in the direction of more social justice. To demonstrate this empirically, we report on an eight-month PAR project on one rural South African university campus, where 13 undergraduate students were involved in researching gender inequalities on their campus. The PARC analysis highlights the development of capabilities and agency through axes of participation, knowledge development, and public deliberation, as well as identifying the developmental impact of these axes on transformative change for the participants, as well as the university. 相似文献
3.
Clifford C. Hatfield 《Religious education (Chicago, Ill.)》2013,108(5):521-525
Motherhood is a complex experience that can be transformative, offering women opportunities for personal enrichment and spiritual development. Because the largest incidence of births occurs to women in the Millennial or late Generation X generations, this complex, potentially transformative experience occurs at a critical time in young adult women's identity development, making it both the content and context of their quest to live a meaningful and integrated life. A richly re-imagined religious education can fashion a context in which young adult women might perceive their experiences of motherhood as an invitation to spiritual growth. 相似文献
4.
Research has highlighted the challenges that women face as mature-age students in higher education. The challenges are particularly acute when a woman is the first in her family to go to university. Many women begin their journey as students with considerable self-doubt and lack of confidence. They may also face an ongoing struggle to find a way to combine their studies with other family responsibilities. This article presents the reflections of 18 women enrolled as mature-age students at an Australian university campus. Their triumphs, achievements and self-discoveries, as well as their struggles whilst undertaking their studies, are explored. In presenting the reflections of this group, the transformative nature of these experiences is highlighted, not only for the women themselves, but also potentially for their families, particularly their children. These narratives of achievement and transformation ultimately provide inspiration to other women contemplating such a step as well as insight for academic administrators and teaching staff regarding the significant personal change this decision can engender. 相似文献
5.
The term ‘transformation’ and its cognates can be found appended to almost every key term in the contemporary educational lexicon. In educational psychology, teachers are urged to adopt the methods of ‘transformational teaching’. In adult education, the theory of ‘transformative learning’ defines the current research paradigm. Social justice educators regularly couch their consciousness-raising efforts in terms of ‘transformative pedagogy’. And in philosophy of education, pragmatists, phenomenologists, neo-Aristotelians and postmodernists alike point to the special transformative quality of education, both in the Anglo-American as well as the German-language discourses. In this essay, we argue that these various conceptions of transformative education can be organised under two theoretical categories, each with its own distinctive understanding of and approach to creating transformative educational experiences: formalism and moralism. In the first two sections, we discuss the characteristic qualities of these two approaches and point to several problems that arise within them. Drawing on recent developments in the philosophy of language and moral psychology, we then advance a ‘substantivist’ alternative to the formalistic and moralistic approaches, which characterises the transformative experience as a process of renarrativation with two experiential moments: articulation and aspiration. Substantivism is an attractive approach to transformative education, we argue in the final section, because it avoids the problems that arise in the formalistic and moralistic conceptions while providing resources for capturing what is essential to transformative experience in the educational process. 相似文献
6.
Teachers are expected to implement new educational technologies and adapt to new teaching environments. However, it involves a complex learning process that can lead to their perspective transformation. We have developed and taught a discussion-based online course to facilitate teachers' transformative learning. This qualitative case study examines teachers' perspective transformation in our course to understand the nature of effective online teacher-to-teacher discussions. Based on a theoretical framework that integrates Mezirow's transformative learning model and Bakhtin's dialogism, this paper builds on previous literature on teacher-to-teacher discussions as well as providing a fresh perspective to inform the current globalized teacher education context. 相似文献
7.
Katy Campbell 《Technology, Pedagogy and Education》2013,22(3):309-328
Abstract Most studies of gender and information technology have investigated gender differences in the relationships between education and achievement, and attitudes towards and use of computers. Few have explored gendered experiences of faculty members using learning technologies in higher education. The study on which this article is based explored the experiences of 47 Canadian female faculty members integrating information and communications technologies (ICTs) into the higher education learning environment. The stories they told suggest that learning to use ICT in ways coherent with their values may be an intensely personal process of cognitive and cultural change for these women, in which beliefs and values may be examined and even realignedas they develop personal, moral authority. When faculty members explicitly contextualize the process as social, relational learning, it has the potential to be transformative at personal and societal (institutional) levels. The interrelated theoretical constructs of transformative or action learning, the development of authority-into-agency, and technology issues related to feminist pedagogy frame the three illustrative narratives of experience presented. 相似文献
8.
《Educational Philosophy and Theory》2013,45(2):118-134
In this paper I argue that recent developments in higher education presuppose a conceptual framework that fails plausibly to account for indispensable aspects of educational experience—in particular that a university education is fundamentally a project of personal transformation within a particular social order. It fails, I suggest, primarily because it consists of mutually supporting but erroneous conceptualisations of knowledge and the human subject. In pursuit of transparency and codification we have seemingly forgotten education's existential dimension: that education is closely tied to questions of personal identity and the formation of character and that this is an embodied project. 相似文献
9.
Curriculum transformation is a central concern for higher education in response to rapidly expanding technologies, globalisation and the widening diversity of the student and staff body. This is particularly true for South Africa, which is still grappling with inequalities and pressure for social redress in its universities. Early responses to supporting students took the form of add-on, ‘deficit-model’ approaches which understood poor student retention and success rates as emerging from students’ lack of neutral literacy ‘skills’. Recent initiatives have begun to adopt more socio-cultural understandings of literacy that seek to challenge traditional power structures and cultivate horizontal peer-orientated spaces for learning with a focus on practice rather than on product. Writing groups, as spaces for academic writing development, embrace this orientation and are argued to provide a transformative framework that foregrounds proactive student learning and experience, while still accommodating disciplinary learning through peer engagement. Drawing on the successful implementation of such forms of support at a research-intensive university, this paper argues that writing groups can play a critical role in both personal (student) transformation and broader curriculum transformation. Data include anonymous questionnaires and surveys with participants and coordinators of the writing groups. An inductive, constant comparative analysis indicated that students feel empowered in this space to develop not only their writing practices but also their transforming identities as scholars. Writing groups were found to provide ‘safe spaces’ where academic practices can be made explicit and where they can be challenged. The paper therefore argues that writing groups can play a small but key role in broader transformation efforts. 相似文献
10.
Kevin J. Pugh 《教育心理学家》2013,48(2):107-121
A sentiment held by Dewey and shared by other educators is that learning should enrich and expand everyday experience. However, this goal has not been a focus of research. In this article, I propose transformative experience as a construct capable of reflecting this goal and functioning as an empirical research construct. I discuss the theoretical grounding for this construct in the work of Dewey and define it in terms of three characteristics: (a) motivated use, (b) expansion of perception, and (c) experiential value. In doing so, I describe how transformative experience integrates current research constructs such as transfer, conceptual change, and task value in a holistic way. I then provide illustrations of transformative experiences and review the existing research. 相似文献
11.
Mary Hayden 《牛津教育评论》2018,44(4):403-413
Academic outcomes of post-16 education can be understood in terms of their value for gaining access to university and, at a time when global educational mobility is growing, internationally recognised university entrance qualifications may be considered a form of personal capital. However, narrowly measured outcomes may not reflect the breadth of the school experience nor the extent to which this breadth contributes to the development of the young person. One curriculum which aims to prepare students in ways that extend beyond the academic is the International Baccalaureate Diploma Programme, which incorporates an experiential element at its core. Creativity, Activity, Service attaches a transformative purpose to education, where students’ experiences in each of the three strands can support personal learning that is not confined to subject areas of an academic curriculum. This paper describes the evolution of CAS in the academically rigorous Diploma Programme and presents the findings from a review of literature which contribute towards developing an understanding of the transformative potential of this component. 相似文献
12.
Randall Curren 《Educational theory》2020,70(5):581-601
In this essay, Randall Curren addresses four basic questions about transformative experiences in education: Is education necessarily transformative? What must education provide for it to be personally transformative? What standard should educators use in determining whether engaging students in potentially transformative experiences is beneficial or justified? How should schools and educators orchestrate opportunities for beneficial transformative experiences? The focus is on transformative valuing, but also on the importance of a fully transformative nexus of personal attributes and social pathways to living a transformed life. Curren argues that educational decisions on behalf of students can be justified on the basis of necessary goods that persist through transformative changes in what is contingently good for them, and that schools' efforts to orchestrate opportunities for transformative experiences should engage students in activities that can be eudaimonic for them. 相似文献
13.
This article contributes to the discourse of innovation and transfer strategies in German teacher education by (1) providing a conceptual analysis of prevalent approaches and (2) introducing a transdisciplinary perspective. The conceptual analysis indicates that top-down and bottom-up approaches lack either transformative momentum or scientific rigor. Collaborative approaches aim to mitigate this dilemma, but remain biased towards unidirectional innovation and transfer processes. In contrast, transdisciplinary approaches advocate for integrative and systemic pathways for educational change, which interlinks research and practice in teaching and teacher education. Illustrating examples from a boundary-crossing research and development project support this perspective. 相似文献
14.
Olivia Aguilar 《The Journal of environmental education》2018,49(3):207-227
Given the growing attention to community environmental education (CEE), this study develops a theoretical heuristic for this approach through a retroductive process by (1) examining theories appropriate for a CEE conceptual framework; (2) testing this framework in diverse contexts to determine its viability, and (3) reconceptualizing the framework. The framework hypothesizes that a community of practice focused on improving the conditions of local natural resources will exemplify transformative learning and empowerment if the community of practice is successful. Initial testing involved case studies of two groups from diverse contexts. Results indicated both groups organized as communities of practice. However, evidence showing improved local natural resources, transformative learning, and empowerment was lacking. Instead, there was evidence of enhanced agency and self-efficacy, requiring a reconceptualized framework. 相似文献
15.
Heila Lotz-Sisitka Mutizwa Mukute Charles Chikunda Aristides Baloi Tichaona Pesanayi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(6):897-914
Environment and sustainability education processes are often oriented to change and transformation, and frequently involve the emergence of new forms of human activity. However, not much is known about how such change emerges from the learning process, or how it contributes to the development of transformative agency in community contexts. The authors of this article present four cross-case perspectives of expansive learning and transformative agency development in community-based education in southern Africa, studying communities pursuing new activities that are more socially just and sustainable. The four cases of community learning and transformative agency focus on the following activities: (1) sustainable agriculture in Lesotho; (2) seed saving and rainwater harvesting in Zimbabwe; (3) community-based irrigation scheme management in Mozambique; and (4) biodiversity conservation co-management in South Africa. The case studies all draw on cultural-historical activity theory to guide learning and change processes, especially third-generation cultural-historical activity theory (CHAT), which emphasises expansive learning in collectives across interacting activity systems. CHAT researchers, such as the authors of this article, argue that expansive learning can lead to the emergence of transformative agency. The authors extend their transformative agency analysis to probe if and how expansive learning might also facilitate instances of transgressing norms – viewed here as embedded practices which need to be reframed and changed in order for sustainability to emerge. 相似文献
16.
ABSTRACTThis article examines and analyses the authentic experiences of a doctoral student, Kate, in the period just prior to Confirmation, an academic milestone in the Australian doctoral education context. The article uses qualitative phenomenological inquiry as the methodology and employs ideas drawn from the writings of hermeneutical phenomenologist, Paul Ricoeur, especially his notions of narrative, self, time, and human agency. These ideas are utilised in order to ‘get inside’ the constructions of self, the strategies of learning and adaptation, and the experiences of being a doctoral candidate within the milieu of an Australian university education faculty. The writers argue that such a close and personal examination of experience and a hermeneutical approach to analysis is important for a deep understanding about how Kate negotiated her way through the hurdles of early candidature and adapted her life and identities towards success. Particular focus is given to Kate’s experiences of transition and change and the formation of her academic identity that emerged out of these experiences, which led to successful negotiation of this early period of candidature. The research findings reported in this article suggest that Kate’s deep reflexivity, enjoyment of her research and sense of her own well-being as a doctoral student are significant for her perseverance through difficult milestones and ultimately her successful completion of her PhD. 相似文献
17.
体验和感悟是实施道德教育的有效方法。但是人的体验不是自然而然形成的，需要通过体验教育，才能达到优化的体验。教育者必须把体验教育和道德的内化机制结合起来，才能提升学生体验的层次，从而通过体验教育实现道德的内化。 相似文献
18.
This article reports on the crucial role of education in the Social Health Outreach Program (SHOP), a social network intervention designed to treat clinically depressed older women. The role of education in current psychological and medical therapies for depression is discussed, as is the educator's view that education is interventionist by nature and indispensable in transformative programs that aim to strengthen personal, economic, and social resources. The evolution of the role of education in SHOP'S social therapy is outlined, and its modalities—information‐sharing, skills training, and intellectual stimulation—are described. We show how, as a result of participant demand, the educational content of SHOP has gradually expanded during the program's four‐year history. We point out that, in SHOP, education functions as a tool for perspective transformation, during which participants are sensitized to “blame‐the‐victim” biases inherent in psychological and medical approaches to treating depression. Participants learn they are not the problem; rather, they suffer from a role‐determined, social identity deficit. SHOP'S current format is described, and the program is recommended to adult educators for use in a variety of settings. We conclude that, though not therapeutic in and of itself, education acts as an “enabling tool,” playing a crucial role in implementing SHOP'S social‐change therapy. 相似文献
19.
Ofra Backenroth Shira D. Epstein Helena Miller 《Religious education (Chicago, Ill.)》2013,108(4):467-480
This article explores how arts-based learning can facilitate understandings of Jewish religious texts. Through practical examples drawn from our own research, from the worlds of dance, drama, and the visual arts in education, we demonstrate the ways in which arts can allow for the transmission of information and knowledge, as well as offer a “transformative” learning experience; a student can bring the text to life while bringing the text into his or her life. We stress the primary importance and centrality of sacred text within Jewish tradition and assert that the written text should serve in Jewish education as the starting point. The ultimate goal, however, is to enable learners' personal connection with texts. We argue that learning through the arts opens up opportunities for multiple shared interpretations of text, as well as accentuation of the “affective” dimensions of Jewish textual learning. By becoming more aware of the varied possible paths for generating learning activities, educators might choose learning strategies that enable an integration of both the cognitive and affective domains. The examples of Arts Reflective learning demonstrate possibilities for the structuring of “teaching towards transformation.” 相似文献
20.
This article focuses on an experienced high school mathematics teacher who changed her practice without participating in planned
interventions aimed at producing this change. It reports on the nature of the teacher’s change from her perspective and an
interpretation and understanding of the change from the researcher’s perspective. It illustrates how meaningful change can
occur when the process is initiated and rooted in the teacher’s experience based on a tension in self and/or practice that
is personal and real to him or her. It discusses three types of change that are possible depending on the level of engagement
of the teacher in professional development opportunities: instrumental change, conceptual change, and foundational change. 相似文献