Showing papers on "Transformative learning published in 1996"
Book•
01 Aug 1996
TL;DR: Greene as mentioned in this paper discusses the importance of critical pedagogy in the development of critical education and the role of the teacher role in problem-posing in the process of developing critical education.
Abstract: Contents Introduction 1 Why in The World Does Critical Pedagogy Matter? The Lesson of Dayna: One Size Does Not Fit All Three Perspectives on Pedagogy: The Artist's Notes Critical Pedagogy: What in the World Do I Think It Is? How I Came To These Understandings My Journey: First, Spanish Next, Bilingual Finally, Critical Pedagogy The Word Universe History Helps: Three Perspectives Transmission Model Generative Model Transformative Model Transmission to Transformative and Example K-W-L The World Is Changing Faster and Faster M.Greene and More New Resources Banks and Social Action The Benson Kids: Teaching is Learning Learn, Relearn, and Unlearn Your Way to Critical Pedagogy The Reflective Cycle, An Overview: More Learning, Relearning, and Unlearning The Reflective Cycle and You Notes 2 What in The World Is Critical Pedagogy? A Word About Language Dawn Does Critical Pedagogy Le Does Critical Pedagogy What's In A Name? Definitions Generative Definitions Language of Possibility, Language of Critique Vygotsky: Reaching Back to Move Forward Word by Word Banking Model of Education Conscientization Carmen Has It Rainey Doesn't-Well, Didn't Codification Culture Cultural Capital Dialectic Dialogue Discourse Hegemony Hidden Curriculum Literacies Critical Literacy: Reading the Word and the World Orate and Literate Communities Pedagogy Praxis CARMA, Critical Action Research Matrix Application Problem Posing To Groom To Name To Marginalize Schooling, or to School To Silence To Socialize Voice I Have Eaten More Rice Reflective Cycle Notes 3 Where in The World Did Critical Pedagogy Come From? The Tree Continues to Grow Why Socrates? Why Plato? Why Aristotle? Why Vygotsky? The Latin Voice Freire: The Foundation Freire's Voice: A Transcription of an Audiotape The European Voice Gramsci Marx The Frankfurt School of Critical Theory Tove Skutnabb-Kangas The Eastern Voice Reflections from the East Peace Education The North American Voice Dewey Ada McCaleb Giroux McLaren Cummins Krashen A Few (more) Good Women A Few Good Men The African American Voice: Group Solidarity The Perspective from Down Under The Historical Evolution of Critical Pedagogy The Benson Kids Again Reflective Cycle Notes 4 How in The World Do You Do Critical Pedagogy? Thinking about Practice Carla: Reflecting on Her Practice Democratic Pedagogy Praxis: Linking Theory and Practice Two Perspectives So How Do You Do Critical Pedagogy? Problem Posing: Jonathan and Wyatt, Examples from the Community Problem Posing: Miss Johnson, an Example from Secondary Schools Principles of Problem Posing The Teacher's Role in Problem Posing Problem Posing: Stephanie, an Example from the Primary Grades Problem Posing: Codification Problem Posing: Reggie, an Example from Postsecondary Homerun Reading The Essence Is in the Experience Popcorn How to Do It The Experience Pair Share How to Do It The Experience Dialogue Journal How to Do It The Experience Bloom's Taxonomies How to Do It The Experience Teaching and Learning in the Desert Four Corners How to Do It The Experience The Messenger and the Scribe How to Do It The Experience Comprehending/Comprehension How to Do It The Experience Problem-Posing Activity: Literacy How to Do It The Experience To Name To Reflect Critically To Act The Mess Mayida and the Mess NCLB Calls Us to the Mess The Proof Is in the Pudding The Principal: Doing Critical Pedagogy Talking the Talk in the University Library Mapping Reflective Cycle Notes 5 Where in The World Do We Go From Here Who Are The Students? Burke's Generational Chart: Boomers, Gen X, and Gen Y Students of the Twenty-First Century Advocacy and Action The Virtual Present and Future From Critical Literacy to Multiliteracies The Pedagogy of a Caring Heart and Critical Eyes A Caring Heart A Critical Eye Pedagogy of Courage and Patience Time, Time, Time From Buttercup to Power Teachers Taught Me, Too What Teachers Taught Me Models of Parental Involvement Family Involvement or Family Engagement Gintell Does Critical Pedagogy Family Graph Putting the Home Back in Homework Reflection to Action School Families Now, Here Is the Point To Make a Difference Bob What I Can Do Your Final Reflection Note 180 Bibliography Index
677 citations
Book•
01 Oct 1996
TL;DR: Quality and learning students and staff employers policy and accountability external quality monitoring quality as transformation a view of learning assessment for learning teaching professional development for transformative learning as mentioned in this paper. But this view does not consider the impact of external quality assessment.
Abstract: Quality and learning students and staff employers policy and accountability external quality monitoring quality as transformation a view of learning assessment for learning teaching professional development for transformative learning.
662 citations
01 Jan 1996
273 citations
01 Jan 1996
TL;DR: In this article, the authors present a set of strategies for self-directed development in the development of an adult education teacher, including critical reflection, transformative development in work and social contexts, and a new vision for professional growth.
Abstract: 1. Preparation and Development of Adult Educators 2. Traditional Developmental Strategies 3. Strategies for Self-Directed Development 4. Critical Reflection 5. Becoming a Transformative Learner 6. Individual Differences in Educator Development 7. Transformative Development in Work and Social Contexts 8. Creating a New Vision for Professional Growth 9. Strategies for the Developer.
241 citations
Book•
15 Mar 1996
TL;DR: In this article, the authors present a set of strategies for self-directed development in the development of an adult education teacher, including critical reflection, transformative development in work and social contexts, and a new vision for professional growth.
Abstract: 1. Preparation and Development of Adult Educators 2. Traditional Developmental Strategies 3. Strategies for Self-Directed Development 4. Critical Reflection 5. Becoming a Transformative Learner 6. Individual Differences in Educator Development 7. Transformative Development in Work and Social Contexts 8. Creating a New Vision for Professional Growth 9. Strategies for the Developer.
225 citations
TL;DR: In this paper, the authors explain the goal of promoting transformative learning within an educational helping relationship, point out the critical problem of a relative lack of preparation and support that the field offers its practitioners to accomplish this goal effectively and responsibly, and discuss six recommendations that will help to alleviate this problem.
Abstract: In most professions, images of exemplary practitioners influence practice powerfully, and adult education is no exception in this regard. In the adult education literature, arguably the most influential images of exemplary adult educators include the following: (a) Belenky, Clinchy, Goldberger, & Tarule's midwife (1986), (b) Brookfield's skillful teacher (1 990), (c) Daloz's mentor (1 986), (d) Freire's partner (1993), (e) Knowles's andragogue (1975, 1989; Knowles & Associates, 1984), and (f) Mezirow's emancipatory educator (1991). Although these images are not identical, they clearly share several features. Perhaps foremost among those commonalities is their encouragement of adult educators to establish educational helping relationships with learners and to promote transformative learning within the context of those relationships. In this essay, I attempt the following: (a) explain briefly the goal of promoting transformative learning within an educational helping relationship; (b) point out the critical problem of a relative lack of preparation and support that the field offers its practitioners to accomplish this goal effectively and responsibly; and (c) discuss six recommendations that will help to alleviate this problem.
126 citations
TL;DR: In this paper, the authors describe ten major patterns of practice that characterize the work of intervenors who follow the transformative approach to mediation and third-party intervention, ranging from the content of mediators' opening statements to their attitudes about party competence and motivation, to their willingness to deal with emotion and conflict history.
Abstract: The transformative approach to mediation and third-party intervention is seen as attractive by many practitioners, but they are still somewhat unsure of its precise contours in practice. To clarify these contours, the authors describe ten major patterns of practice that they believe characterize the work of intervenors who follow this approach. These “hallmarks” of transformative practice range from the content of mediators' opening statements, to their attitudes about party competence and motivation, to their willingness to deal with emotion and conflict history. Together, the hallmarks paint a clearer picture of this approach to intervention. They also help clarify some misunderstandings that have arisen about the approach.
113 citations
Book•
01 Nov 1996
TL;DR: The role of public conflict resolution has been discussed extensively in the literature as mentioned in this paper, with a focus on the role of mediation and its variants in the development and evolution of dialogue practitioners.
Abstract: Introduction: the role of public conflict resolution. Part 1 The genesis of public conflict resolution: the origins of public conflict resolution history and development. Part 2 A portrait of current practice: mediation and its variants facilitation of dialogue practitioners - the United States and beyond assessment the ideology of management. Part 3 Developing a transformative practice: the challenge for a transformative practice philosophical foundations of a transformative practice the practical foundations of a transformative practice agenda for a transformative practice.
94 citations
TL;DR: Constructive confrontation is a strategy for approaching intractable conflicts that are not ripe for resolution as discussed by the authors, which is similar to Transformative Mediation in several ways, such as empowerment and recognition, constructive processes rather than resolution.
Abstract: Constructive confrontation is a strategy for approaching intractable conflicts that are not ripe for resolution. Developed in the context of large-scale public policy and international conflicts, this approach parallels transformative mediation in several ways. Most important is an emphasis on empowerment and recognition (though constructive confrontation uses different terms) and a focus on constructive processes rather than resolution as the primary goal. This article describes constructive confrontation and compares it to transformative mediation, highlighting both similarities and differences.
76 citations
TL;DR: The incorporation of work by Freire and Habermas into adult education theory has contributed to the development of concepts such as "communicative competence" and "transformative education" as discussed by the authors.
Abstract: The incorporation of work by Freire and Habermas into adult education theory has contributed to the development of concepts such as "communicative competence" and "transformative education" This c
TL;DR: In this article, the importance of textual expression support for very young writers has been discussed, especially for immature writers, whose recontextualizations are more obviously transformative in scaffolded contexts.
Abstract: Analyses of the developing writing process frequently assume that novices' written communication skills are deficient in the transformative power of planning and revision (see, for example, Bereiter and Scardamalia, 1987). However, research reports of process-writing investigators provide descriptive evidence of such ability in very young writers (e.g., Graves, 1991). This division in the writing field reflects inadequacies both in current theories and in the methods used to examine writing development. When written expression is understood as recontextualization, textual generation transforms, and is transformed by knowledge accessing and expression verification. This analysis implicates the importance of textual expression support, especially for immature writers, whose recontextualizations are more obviously transformative in scaffolded contexts. The parameters of a maximally favorable textual expression support system need to be more extensively delineated.
TL;DR: It is argued that the Web will have a transformative effect on the way scientists and scholars access information and present the results of their research to globally distributed peer communities.
Abstract: The potential significance of the World Wide Web for science and scholarship is analysed from informational, communication, and behavioural perspectives. Key factors to be taken into account are (i) scale, (ii) cost, (iii) conviviality, (iv) community, and (v) legitimacy. It is argued that the Web will have a transformative effect on the way scientists and scholars access information and present the results of their research to globally distributed peer communities
Book•
01 Jan 1996
01 Jan 1996
TL;DR: In this article, the role of story-telling in teacher education is explored, both as an obstacle and a contributor to professional development, and the function of narrative in enabling the formation of a group culture appropriate for this rewriting is described and analysed, as is the process of identity change for the participants involved.
Abstract: In this paper, the transformative potential of exchanging stories of experience and practice among peers is explored. Drawing on a participatory action research study with beginning teachers in an internship system, the role of story‐telling is traced, both as an obstacle and a contributor to professional development. In addition, the use of narrative by the teacher educator is examined, in initially providing some articulation of a ‘voice’, previously suppressed within the group culture. It is argued that, unless some of the narratives told by beginning teachers are ‘rewritten’ in constructive ways through reflective processes, little constructive transformation of classroom practices will ultimately occur as a result of such story‐telling. However, the function of narrative in enabling the formation of a group culture appropriate for this ‘rewriting’ is also described and analysed, as is the process of identity change for the participants involved – once transformative story‐telling becomes the...
TL;DR: The introduction of problem-based learning within a modular curriculum is explored, and the initial evaluations by students and its value for preparing future midwives are considered.
Abstract: In November 1995, a new undergraduate preregistration midwifery degree programme commenced. Within the Division of Midwifery and Women's Health there was a desire to step away from more traditional methods of teaching/learning, towards one that would allow the undergraduate student to evolve a transformative perspective in their learning, from novice towards expert. This article explores the introduction of problem-based learning within a modular curriculum, and considers the initial evaluations by students and its value for preparing future midwives.
01 Jan 1996
Journal Article•
TL;DR: The authors presente les resultats de son analyse comparative des idees exprimees par Gramsi et Freire en matiere d'education des adultes, i.e.
Abstract: L'A. presente les resultats de son analyse comparative des idees exprimees par Gramsi et Freire en matiere d'education des adultes
01 Jan 1996
TL;DR: The Pro Se Family Mediation Project (PSMP) as discussed by the authors was a mediation project that provided private sector mediators to assist the parties in reaching an agreement acceptable to them and the Court, thereby enabling the parties to proceed to final judgment without the necessity of going through a trial.
Abstract: This article describes how the creator and director of a mediation project can instill the use of the transformative approach to mediation in the training and directing of mediators affiliated with the program. The Pro Se Family Mediation Project targeted couples who had filed for divorce without legal assistance due to limited income. The goal was to provide private sector mediators to assist the parties in reaching an agreement acceptable to them and the Court, thereby enabling the parties to proceed to final judgment without the necessity of going through a trial.
01 Jan 1996
TL;DR: This article illustrates some techniques that foster transformative learning in computer-assisted first-year literature classes and shows how students engage in a meta-reflection process as they explore “Barn Burning” with Freelance Graphics.
Abstract: When students use computers as learning tools, the whole process of learning, and, indeed, the learners themselves, are transformed. This article illustrates some techniques that foster transformative learning in computer-assisted first-year literature classes: first, a lesson plan on “A Valediction: Forbidding Mourning” that uses Microsoft Word functions, including format painter, tables, and annotation to explore meaning in context; second, a plan for learners to use subconference options in the Daedalus Interactive Writing Environment to analyze Oedipus Rex; finally, a demonstration of how students engage in a meta-reflection process as they explore “Barn Burning” with Freelance Graphics.
01 Jan 1996
TL;DR: In this paper, the authors deal with the nature of relations between state and non-state groups and the analysis of this relationship is set in the context of conflicts about the environment.
Abstract: This dissertation deals with the nature of relations between state and non-state groups. The analysis of this relationship is set in the context of conflicts about the environment. These conflicts, I argue, may be apprehended in the idea of civil society and the notion of a 'zone of contest'. Briefly, a 'zone of contest' represents the area of convergence of the spheres of the state and society. It is an abstract region where the many different societal interests come together and openly compete in the political market place. For this reason, the discussion of this work is situated and undertaken within the larger theoretical debate concerning the state, and that particular segment of the public that interfaces with the state called civil