Showing papers by "Elizabeth J. Tisdell published in 2010"

The Role of Creative Expression in Diabetes: An Exploration Into the Meaning Making Process

Abstract: In this narrative exploration of meaning making through the use of creative arts, we recorded the experiences of 8 women with type 1 diabetes. Through a conceptual framework of creative expression as a way of knowing, we designed this study to evoke affective and metaphorical connections to the meaning of diabetes. The initial narrative interview findings reflected the experience of the participants, with three primary themes emerging: experiencing negative emotions about diabetes, putting a positive "spin" on the negative as a way to make meaning, and resisting against diabetes and the medical approach. During the creative arts process, we encouraged further exploration into the meaning-making process using imagery and photographs created by the participants. Final interview findings addressed the need for moving beyond numbers, and attention to the meaning-making process in patient care.

The essential value of projects in faculty development.

Abstract: Projects—planned activities with specific goals and outcomes—have been used in faculty development programs to enhance participant learning and development. Projects have been employed most extensively in programs designed to develop faculty as educators. The authors review the literature and report the results of their 2008 study of the impact of projects within the Pennsylvania State University College of Medicine Junior Faculty Development Program, a comprehensive faculty development program. Using a mixedmethods approach, the products of project work, the academic productivity of program graduates, and the impact of projects on career development were analyzed. Faculty who achieved the most progress on their projects reported the highest number of academic products related to their project and the highest number of overall academic achievements. Faculty perceived that their project had three major effects on their professional development: production of a tangible outcome, development of a career focus, and development of relationships with mentors and peers. On the basis of these findings and a review of the literature, the authors conclude that projects are an essential element of a faculty development program. Projects provide a foundation for future academic success by enabling junior faculty to develop and hone knowledge and skills, identify a career focus and gain recognition within their community, generate scholarship, allocate time to academic work, and establish supportive relationships and collaborative networks. A list of best practices to successfully incorporate projects within faculty development programs is provided.

Leveraging diversity through career development: social and cultural capital among African-American managers

Abstract: Leveraging diversity involves organisations drawing upon the diversity of its members to not only benefit the organisation in terms of its profit margins but also for the individual's career experiences. The primary purpose of this article was to explore this concept further, a qualitative research study was conducted utilising a purposeful sample of 13 African-American managers who were employed in Fortune 500 companies. In-depth, structured interviews were held with these managers about their career development experiences. The findings revealed that cultural and social capital positively impacted the career development experiences of these participants. However, even with this capital, there were structures within the organisations, which negatively affected their career opportunities afforded to them.

The Role of Spirituality in Irish Adult Education in Culturally Responsive Teaching.

Abstract: Introduction Spirituality, religion, and culture are complicated subjects. Indeed, they are fundamental socialising forces that affect how adult learners make meaning in the world. Adults bring these aspects of who they are with them to the learning environment, though often the spiritual/religious aspects of their development and learning story go unacknowledged by adult educators. But just as emotions clearly affect the learning process (Dirkx, 2006; McCormack, 2009), people’s spirituality can deeply influence their learning as adults.

The Intersecting Roles of Religion, Culture, and Spirituality in Emancipatory Adult Education

Abstract: This paper discusses why considering the intersection of religion, spirituality, and culture is important in emancipatory education efforts and provides discussion of approaches for doing so in practice. There has been much discussion about emancipatory education over the years. Most who discuss it cite the well-known work of Brazilian activist educator, Paulo Freire, who described himself as a “man of faith” (Horton & Freire, 1990, p. 245) strongly influenced by the liberation theology movement in Latin America. There has been some attention to the role of spirituality in the roots of activist educators such as Freire, Horton, and M.L. King, and in discussions of culturally responsive and emancipatory adult education (English, 2005; Tisdell, 2003). Yet, with some exception (e.g., Charaniya & West Walsh, 2001) there has been relatively little direct attention to religion in the theorizing or practice of emancipatory education discourses. We believe that attention to both religion and spirituality can be an important component to emancipatory education, particularly in a post 9/11 world which has brought unwarranted fear of Muslims and targeting of those who appeared different based on religion as well as color and culture. Thus, our purpose here is two-fold: first to contextualize our views on why the intersection of spirituality, religion, and culture is important to emancipatory education in a post 9-11 world; and then to discuss how we deal with spirituality and religion together and apart in our educational practices in light of our unique personal stories and educational context. We do so as four women of different cultural and religious backgrounds: an Indo African British Canadian American Muslim woman (Charaniya); an Ashkenazi Jewish woman (Walsh); an African American woman ordained Baptist minister (Brown-Haywood); and a white woman grounded primarily in the Christian social gospel with influences from other spiritual traditions (Tisdell). We also draw on our recent co-authored chapter dealing with religion, spirituality, and culture in feminist popular education (edited by Walters & Manicom, forthcoming). Why Religion/Spirituality is Important to Emancipatory Education There is an emerging body of literature within adult education that either directly discusses spirituality or religion in the lives of research participants (Charaniya & West Walsh, 2004; English, 2005; Tisdell, 2000, 2003) or recognizes it as something participants in various studies find important (e.g., Merriam & Ntseane, 2008). There is some discussion among social justice educators outside the field who discuss the increasing importance of attending to spiritual and religious diversity in a post 9/11world (Farkas & Hutchinson-Hall, 2005). Some do so building on the work of Harvard Religious Pluralism Project director Diana Eck (2001) through interfaith dialogue efforts, others making their own way theoretically based on intercultural theory, theology, or critical and feminist pedagogies (Gumucio, 2008). Still others focus more on the role of spiritual and cultural expression in the pedagogical process as an important part of