자연주의적 탐구조사(Naturalistic Inquiry)

Recording of presentation introducing narrative analysis, outlining what it is, why it can be a useful approach, how to do it and where to find out more. Presentation given at methods@manchester seminar at University of Manchester on 4 March 2010.

What is Narrative Analysis

How to ... be a reflective practitioner.

The Study of Man. By Michael Polanyi. Price, $1.75. Pp. 102. University of Chicago Press, 5750 Ellis Ave., Chicago 37, 1959. One subtitle to Polanyi's challenging and fascinating book might be The Evolution and Natural History of Error , for Polanyi is at pains to expunge what he believes to be the false notion contained in the contemporary view of science which treats it as an object and basically impersonal discipline. According to Polanyi not only is this a radical and important error, but it is harmful to the objectives of science itself. Another subtitle could be Farewell to Detachment , for in place of cold objectivity he develops the idea that science is necessarily intensely personal. It is a human endeavor and human point of view which cannot be divorced from nor uprooted out of the human matrix from which it arises and in which it works. For a good while

Personal Knowledge: Towards a Post-Critical Philosophy

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Teaching to Transgress: Education as the Practice of Freedom

"Exploring Spirituality and Culture in Adult and Higher Education" is written from the unique perspective of teacher, researcher, and author Elizabeth Tisdell, who has extensive experience dealing with culture, gender, and educational equity issues in secular adult and higher education classrooms, and formerly in pastoral and religious education settings on college campuses. This important book discusses how spiritual development is informed by culture and how this knowledge is relevant to teaching and learning. For educators, an understanding of how spirituality is informed by culture, and how spirituality assists in meaning-making, can aid in their efforts to help their students' educational experiences become more transformative and culturally relevant.

Exploring Spirituality and Culture in Adult and Higher Education

This paper compares, contrasts, and examines the theoretical underpinnings of three strands of feminist pedagogy—the psychological models; the structural models; and poststructural feminist pedagogies-as they relate to critical pedagogy and the wider adult learning literature around four major themes: (1) the construction of knowledge; (2) voice; (3) authority; and (4) positionality. It is argued that poststructural feminist pedagogies which foreground the importance of the positionality of the instructor offer continued direction to the development of feminist emancipatory adult education theory and practice.

Poststructural Feminist Pedagogies: The Possibilities and Limitations of Feminist Emancipatory Adult Learning Theory and Practice:

The purpose of this qualitative study was to examine how spirituality influences the motivations and practices of a multicultural group of 16 women adult educators who are teaching for social change, who were strongly informed by a particular religious tradition as a child, and have renegotiated a more relevant adult spirituality. Findings reveal the following five themes of spiritual experience as described by the participant spirituality as the following: (a) a spiral process of moving beyond and "re-membering" spiritual values and symbols of the culture of origin; (b) life force, interconnectedness, and wholeness; (c) pivotal experience of a perceived higher power that facilitates healing; (d) the development of authentic identity; and (e) a way of life requiring both inner reflection and outward social action.

Spirituality and Emancipatory Adult Education in Women Adult Educators for Social Change

This qualitative comparative case study was guided by a feminist-materialist theoretical framework, and examined how power relationships predominantly based on gender but including race, class, and age were manifested in higher education classrooms of adult students. Two master's level counseling classes were chosen for the study, one was taught by a male professor and the other by a femal professor. The predominant means of data collection were audiotaped participant-observations of the classes; interviews and document analysis were additional sources of data. Data were analyzed according to the constant comparative method. Major findings of the study are: (a) students who benefit from interlockng systems of privilege have more power in the classroom; (b) the male professor tended to exert more control than the female professor; and (c) middle-aged women with more education tend to be more participatory, at least in classes where affective forms of knowledge are valued.

Interlocking Systems of Power, Privilege, and Oppression in Adult Higher Education Classes:

The media has a powerful influence on all of us, and has been discussed by critical media literacy scholars largely in K-12 settings This article explores how, and to what extent, adult educators can draw on popular culture and entertainment media to develop critical media literacy and to facilitate transformative learning around diversity and equity issues, primarily in adult higher education classroom-based settings It presents a cross-case analysis of the findings related to critical media literacy and transformative learning of three research studies of adult learners and the role of media in higher education around: the notion of pleasure, finding alternative narratives, expanded thinking about marginalized “Others” and hegemonic processes, and new insights through facilitated discussion

Critical Media Literacy and Transformative Learning: Drawing on Pop Culture and Entertainment Media in Teaching for Diversity in Adult Higher Education

Elizabeth J. Tisdell

Papers

Exploring Spirituality and Culture in Adult and Higher Education

Poststructural Feminist Pedagogies: The Possibilities and Limitations of Feminist Emancipatory Adult Learning Theory and Practice:

Spirituality and Emancipatory Adult Education in Women Adult Educators for Social Change

Interlocking Systems of Power, Privilege, and Oppression in Adult Higher Education Classes:

Critical Media Literacy and Transformative Learning: Drawing on Pop Culture and Entertainment Media in Teaching for Diversity in Adult Higher Education