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Transformative Approaches to New Technologies and Student Diversity in Futures Oriented Classrooms
by Leonie Rowan Chris BigumIn this book we outline an optimistic, aspirational and unashamedly ambitious agenda for schooling. We make cautious use of the concept of 'future proofing' to signal the commitment of the various authors to re-thinking the purposes, content and processes of schooling with a view to ensuring that all children, from all backgrounds are prepared by their education to make a positive contribution to the futures that are ahead of them. The book focuses on issues relating to technology and social justice to re-examine the traditional relationship between schools and technology, between schools and diverse learners, and between schools, children and knowledge. Drawing from examples from around the world, the book explores practical ways that diverse schools have worked to celebrate diverse understandings of what it means to be a learner, a citizen, a worker in these changed and changing times and the ways different technologies can support this agenda.
Transformative Approaches to Social Justice Education: Equity and Access in the College Classroom (Teaching/Learning Social Justice)
by Nana Osei-KofiTransformative Approaches to Social Justice Education is a book for anyone with an interest in teaching and learning in higher education from a social justice perspective and with a commitment to teaching all students. This text offers a breadth of disciplinary perspectives on how to center difference, power, and systemic oppression in pedagogical practice, arguing that these elements are essential to knowledge formation and to teaching. Transformative Approaches to Social Justice Education is structured as an ongoing conversation among educators who believe that teaching from a social justice perspective is about much more than the type of readings and assignments found on course syllabi. Drawing on the broadest possible definition of curriculum transformation, the volume demonstrates that social justice education is about both educators’ social locations and about course content. It is also about knowing students and teaching beyond the traditional classroom to meaningfully include local communities, social movements, archives, and colleagues in student and academic affairs. Premised on the notion that continuous learning and growth is critical to educators with deep commitments to fostering critical consciousness through their teaching, Transformative Approaches to Social Justice Education offers interdisciplinary and innovative collaborative approaches to curriculum transformation that build on and extend existing scholarship on social justice education. Newly committed and established social justice pedagogues share their experiences taking up the many difficult questions pertaining to what it means for all of us to participate in shaping a more just, shared future.
Transformative Change and Real Utopias in Early Childhood Education: A story of democracy, experimentation and potentiality (Contesting Early Childhood)
by Peter MossEarly childhood education and care is a major policy issue for national governments and international organisations. This book contests two stories, both infused by neoliberal thinking, that dominate early childhood policy making today - ‘the story of quality and high returns’ and ‘the story of markets’, stories that promise high returns on investment if only the right technologies are applied to children and the perfection of a system based on competition and individual choice. But there are alternative stories and this book tells one: a ‘story of democracy, experimentation and potentiality’ in which early childhood centres are public spaces and public resources, places where democracy and experimentation are fundamental values, community workshops for realising the potentiality of citizens. This story calls for transformative change but offers a real utopia, both viable and achievable. The book discusses some of the conditions needed for the story’s enactment and shows what it means in practice in a chapter about project work contributed by a Swedish preschool teacher. Critical but hopeful, this book is an important contribution to resisting the dictatorship of no alternative and renewing a democratic politics of early childhood education. It is essential reading for students and teachers, researchers and other academics, and for all other concerned citizens.
Transformative Civic Engagement Through Community Organizing
by Maria AvilaMaria Avila presents a personal account of her experience as a teenager working in a factory in Ciudad Juarez to how she got involved in community organizing. She has since applied the its distinctive practices of community organizing to civic engagement in higher education, demonstrating how this can help create a culture that values and rewards civically engaged scholarship and advance higher education’s public, democratic mission.Adapting what she learned during her years as an organizer with the Industrial Areas Foundation, she describes a practice that aims for full reciprocity between partners and is achieved through the careful nurturing of relationships, a mutual understanding of personal narratives, leadership building, power analysis, and critical reflection. She demonstrates how she implemented the process in various institutions and in various contexts and shares lessons learned. Community organizing recognizes the need to understand the world as it is in order to create spaces where stakeholders can dialogue and deliberate about strategies for creating the world as we would like it to be. Maria Avila offers a vision and process that can lead to creating institutional change in higher education, in communities surrounding colleges and universities, and in society at large.This book is a narrative of her personal and professional journey and of how she has gone about co-creating spaces where democracy can be enacted and individual, institutional, and community transformation can occur. In inviting us to experience the process of organizing, and in keeping with its values and spirit, she includes the voices of the participants in the initiatives in which she collaborated – stakeholders ranging from community partners to faculty, students, and administrators in higher education.
Transformative Classroom Management
by John ShindlerThe natural condition of any classroom is harmonious, satisfying, and productive, so why do so many teachers struggle with problems of apathy, hostility, anxiety, inefficiency, and resistance?In this groundbreaking book, education expert John Shindler presents a powerful model, Transformative Classroom Management (TCM), that can be implemented by any teacher to restore the natural positive feelings in his or her classroom-the love of learning, collaboration, inspiration, and giving-and create a productive learning environment in which all students can achieve.Unlike other classroom management systems that view problems as something to be "handled," TCM offers suggestions for creating optimal conditions for learning, performance, motivation, and growth. This practical book shows teachers how to abandon ineffective short-term gimmicks, bribes, and punishments and adopt the proven management practices and new habits of mind that will transform their classrooms.Praise for Transformative Classroom Management"Transformative Classroom Management is a practical resource that explains the how and why of classroom management for novice and veteran teachers. Dr. Shindler recognizes the importance of preserving the teacher's sanity while ensuring the student's development of a personal sense of responsibility and a positive self-esteem."-Eileen Matus, principal, South Toms River Elementary School, New Jersey"I have read many other management books by other authors, but Transformative Classroom Management has been the best so far at demystifying the invisible forces in the classroom."-Will McElroy, 4th grade teacher, Los Angeles United School District "This book was an invaluable tool for me during my student teaching. It served as a reference book that I found myself continually drawn to while struggling to find ways to effectively manage 29 first graders. The ideas, concepts and suggestions in the book were so innovative and helpful that even my Master Teacher found herself implementing some of the ideas! A must have for all student teachers!"-Carol Gillon, student teacher, Seattle University"Insightful and thoroughly researched, Transformative Classroom Management is an invaluable tool to help teachers, newbies and veterans alike, develop fully functional and engaged learning communities."-Lisa Gamache Rodriguez, teacher, Los Angeles Unified School District
Transformative Conversations
by Rachel Naomi Remen Parker J. Palmer Angeles Arrien H-Dirksen L. Bauman Edward Taylor Peter Felten Aaron KheriatyFrom the Inter-generational Mentoring Community project, which develops the next generation of academic leaders, comes formation mentoring, a process to enable faculty to recover, sustain, and further develop a sense of vocation, mission, and purpose. This book is a concise and practical guide to convening and sustaining these kinds of formation mentoring groups in higher education. It provides the necessary direction and structure to orient the process but is open-ended enough to apply across many settings and professional or educational disciplines.
Transformative Digital Technology for Disruptive Teaching and Learning
by P. Kaliraj T. Devi G. SingaraveluGeneration Z students are avid gamers and are always on social media. Smart like their phones, they must be educated in a smart manner, which involves the use of digital tools. Transformative Digital Technology for Disruptive Teaching and Learning provides smart education solutions and details ways in which Gen Z learners can be educated. It covers such digital learning strategies as blended learning, flipped learning, mobile learning, and gamification. It examines creative teaching–learning strategies to encourage modern learners to learn more quickly. The book discusses ways to accelerate the capabilities of teaching and learning transactions. It also covers innovative teaching and learning processes to meet the challenges of digital learners.Starting with an overview of digital learning resources and processes as well as their advantages and disadvantages, the book then discusses such approaches and strategies as follows: Learner-oriented and learner-friendly approaches Blended learning Active learning Experiential learning Virtual learning Applications of Cloud Computing and Artificial Intelligence Gamification LMS challenges and techno-pedagogical issues for modern life As digital technology is disrupting teaching and learning, especially the skill development of students in the era of Industry 4.0 and 5.0, this is a timely book. It provides methods, approaches, strategies, and techniques for innovative learning and teaching. It discusses how to leverage new technology to enhance educators’ and learners’ abilities and performance. A comprehensive reference guide for educational researchers and technology developers, the book also helps educators embrace the digital transformation of teaching and learning.
Transformative Digital Technology for Effective Workplace Learning
by Ria O'DonnellIn a world bursting with new information, ideas, opportunities, and technological advancements, it is time to rethink how continuous learning shapes our future. Amidst the ongoing digital revolution, widespread educational reform, and the most significant global pandemic of our lifetimes, we are at a pivotal time in history. Transformative Digital Technology for Effective Workplace Learning explores the technological developments that are rapidly unfolding in the workplace and those that support workplace training. What emerges is that the rate of change and the possibilities for improvement are more extensive than many of us might have suspected. From artificial intelligence to virtual reality, from data analytics, to adaptive learning, there is the capacity for significant innovation and opportunity if harnessed in the right ways. The book offers an overview of several critical issues that face the future of the workplace and examines them through the lens of lifelong learning. The book begins by conveying the current impacts on the workplace and how the internal function of Learning and Development has evolved. It then considers the eight learning imperatives that drive workplace learning and then looks at the future workplace. Exploring technological frameworks for digitally enhanced workplace learning, the book takes a deep dive into the capabilities of immersive technologies, as well as into the insights enabled through learning analytics. The goal of this book is not to merely describe technological advancements in the workplace but instead, to challenge the status quo and think critically about the future that lies ahead. One aim is to have business leaders understand the necessity for ongoing workplace learning. Another is that individuals appreciate that lifelong learning is the new social norm. Ongoing education allows people to become more open to change and less anxious about new experiences. Developing a growth mindset and adopting a company culture that says everyone can learn new things and continue to improve their performance will become the standard. Most importantly, as the business world is reconfigured before our very eyes, ongoing learning must become an economic imperative.
Transformative Dimensions Of Adult Learning
by Jack MezirowTransformative Dimensions of Adult Learning describes the dynamics of how adults learn--and how their perceptions are transformed by learning--as a framework for formulating educational theory and practice. It presents an in-depth analysis of the ways in which adults learn, how they make meaning of the learning experience, and how their lives can be transformed by it.
Transformative Education through International Service-Learning: Realising an ethical ecology of learning (Routledge Research in International and Comparative Education)
by Philip M BamberTransformative learning is a compelling approach to learning that is becoming increasingly popular in a diverse range of educational settings and encounters. This book reconceptualises transformative learning through an investigation of the learning process and outcomes of International Service-Learning (ISL), a pedagogical approach that blends student learning with community engagement overseas and the development of a more just society. Drawing upon key philosophers and theorists, Bamber offers an integrated, multi-dimensional approach, linking transformative learning to the development of the authentic self, and analysing the aesthetic, moral and relational dimensions of ISL in an increasingly globalized world. Chapters explore rich empirical data to provide a timely framework and ethical ecology of transformative learning, detailing the challenges facing the approach, and how it can be embedded at the levels of practice, institutional ethos and partnership. Transformative Learning through International Service-Learning will appeal to academics, researchers, teachers, instructors and leaders in the fields of service-learning, international education, character education and in adult learning and education. It will also be of interest to practitioners working in international education, development education, volunteering, service-learning and community engagement.
Transformative Education: A Showcase of Sustainable and Integrative Active Learning
by Charlotte Graham Philippe LongchampsTransformative Education aims decisively to transform the world of education and to nurture the next generation to become problem-solvers and creative thinkers, empowered with the necessary skills to make this world a better place. It provides practical methods for sustainable, integrative, and active learning, and investigates ‘the why’ behind these proven and effective methods. Discussing the different levels of subject integration in school, from intradisciplinary to transdisciplinary teaching, the authors analyse their potential holistic impact and knowledge retention effectiveness. With a substantial section on the efficacious teaching of the increasingly indispensable field of critical thinking, this book is built up first around a discourse of the intended methodology, secondly, it also includes a very practical mid-section with direct and meticulously described project ideas for teachers to try out, and finally a discussion and an analysis on what effects the proposed techniques might have and how teachers and students could be facilitated in their learning processes by school leaders and administrators. This pioneering endeavour is an important text for education professionals globally, as well as for the policy makers that regulate their work. It may also be of interest to parents and to a wider society.
Transformative Geographische Bildung: Schlüsselprobleme, Theoriezugänge, Forschungsweisen, Vermittlungspraktiken
by Eva Nöthen Verena SchreiberIn einer krisenhaften Zeit, in der globale Herausforderungen wie Klimawandel, Pandemien oder Migrationsbewegungen dazu verpflichten, unser Zusammenleben und unseren Umgang mit der Umwelt zu überdenken sowie eine Transformation aller Lebensbereiche auf den Weg zu bringen, ist eine emanzipatorische Bildung wichtiger denn je. Aus dem Bewusstsein um die Bedeutung von Bildung als tätige Auseinandersetzung mit einer beschädigten Welt ist in der Geographie die Idee einer transformativen geographischen Bildung erwachsen. Das vorliegende Werk verfolgt das Anliegen, transformativ‐emanzipatorische Zugänge zu geographischen Vermittlungspraktiken aus unterschiedlichen theoretischen Perspektiven zu erschließen. Es zeigt neue methodische Wege und Formen des Forschens und Unterrichtens für eine an den dringlichen Problemen der Gegenwart orientierte Geographiedidaktik auf.Konkret führt das Handbuch in Schlüsselprobleme der Gegenwart ein (u. a. Biodiversität, Gesundheit, Gewalt, Ressourcen, Ungleichheit) und erschließt gesellschaftstheoretische und bildungsphilosophische Perspektiven zu deren Reflexion (u. a. feministische, antirassistische und ästhetische Bildung, climate justice education). Die Schlüsselprobleme und Theoriezugänge aufgreifend, werden situierte Forschungsweisen vorgeschlagen (u. a. ethnographisch, kartierend, partizipativ und performativ forschen) und Vermittlungspraktiken für ein engagiertes Lehren und Lernen angeboten (u. a. critical science literacy, forschendes Lernen, kollaboratives Schreiben, story-mapping).Damit bringt das Buch erstmals die zahlreichen, auf eine transformative geographische Bildung zielenden Ansätze in einer Publikation zusammen und bildet so ein Grundlagenwerk für Studierende, Forschende und Lehrende der Geographie und ihrer Didaktik.
Transformative L2 Teacher Education Innovations: Insights from Vygotskian Sociocultural Theory (ESL & Applied Linguistics Professional Series)
by Karen E. Johnson Paula R. Golombek Jacob RiekerTransformative L2 Teacher Education Innovations features empirical research studies informed by Vygotskian Sociocultural Theory (VSCT) that are explicitly and intentionally designed to transform second language (L2) teacher reasoning and thinking, as well as L2 teaching practices and pedagogical choices.With contributions from scholars and practicing teacher educators, each chapter highlights a designed innovative professional development experience that has created a “new” social situation of development with a clearly articulated “ideal” for L2 teachers to embrace and/or achieve. Each study articulates the rationale and unique design features of the innovation, the intentionality behind the choices made when designing and enacting the innovation, and the quality, character, and outcomes of the intervention for L2 teachers. Furthermore, each study documents the forms of mediation that are offered to support L2 teacher professional development, such as conceptual tools, goal-directed activities, and/or social relations/interactions.The book offers insight into the internal logic of VSCT-informed L2 Teacher Education and provides concrete examples of how L2 teacher educators can adopt a Vygotskian-informed pedagogical stance in their teacher education practices. The edited collection is especially applicable for scholars and teacher educators in language education, applied linguistics, TESOL, and bilingual education who engage with Vygotskian Sociocultural Theory.
Transformative Language Teaching for Sustainability: From Theory to Practice
by Riikka Ullakonoja Minna Maijala Salla-Riikka KuusaluThis edited book is centred around the novel didactic model of Transformative Language Teaching for Sustainability. The contributing authors discuss the uses and possibilities of the model, as well as other sustainability-related aspects of language education, such as Education for Sustainable Development, transformative language teaching methods, and ecolinguistics. The book consists of a combination of theoretical review articles and practical research articles drawing on findings from a variety of contexts and educational settings. While there are many practical examples of pedagogical approaches and methods for transformative education for sustainability, this book presents a thorough framework based on academic research, designed to be useful to language teachers, teacher trainers, policy makers, and curriculum designers, as well as academics working in fields such as applied linguistics, language learning, language teaching, language education policy, environmental education, and sustainability education.
Transformative Leadership in Education: Equitable Change in an Uncertain and Complex World
by Carolyn M. ShieldsIn the volatile, uncertain, complex, and ambiguous world of education today, leaders need to take an engaged, activist, and courageous approach to help build optimistic futures for all students. Transformative Leadership in Education presents an alternative approach to leadership for deep and equitable change. Using vignettes, stories, research, and drawing on scholarship from a range of disciplines, noted scholar Carolyn M. Shields explores the concept of transformative leadership and its potential to create learning environments that are just and inclusive. Drawing on examples from transformative school leaders, Shields demonstrates that this leadership can promote academic achievement, family and community empowerment, democratic engagement, and global citizenship. Special features include: End-of-chapter guiding questions to help readers reflect on their own practice and to apply the concepts in their own contexts Vignettes and stories from students, teachers, and community members illustrate how transformative leadership can promote academic achievement and democratic engagement A robust companion website with extra resources, video and audio clips, and an author blog to further understanding and lead to sustained action toward the goals of transformative leadership. This exciting text will appeal to all aspiring and practicing leaders who want to prepare students to be successful, caring, and engaged citizens of the global community.
Transformative Leadership in Education: Equitable and Socially Just Change in an Uncertain and Complex World
by Carolyn M. ShieldsFramed by real stories and grounded in research, the second edition of Transformative Leadership in Education?presents an alternative approach to leadership that is engaged, active, and courageous. Noted scholar Carolyn M. Shields explores the concept of transformative leadership and its potential to create learning environments that are academically excellent, equitable, inclusive, and socially just, even in the face of the volatile, uncertain, complex, and ambiguous world of education today. Chapters combine contemporary research findings with stories of schools, leaders, students, teachers, and community members to demonstrate that transformative leadership can promote academic achievement, family and community empowerment, democratic engagement, and global citizenship. This exciting text will appeal to all aspiring and practicing leaders who want to prepare students to be successful, caring, and engaged citizens of the global community. New in this edition: Updated end-of-chapter guiding questions to help readers reflect on their own practice and to apply the concepts in their own contexts. Enriched discussion of the interrelationships among the eight tenets of transformative leadership and leading for social justice. Elaborated discussion of the need for reflection, grounding, and spiritual connections on the part of transformative leaders. Expanded discussion of refugee and transgender students. Supplemental eResources to prompt further dialogue and reflection, downloadable at www.routledge.com/9781138633773.
Transformative Leadership in Education: Equitable, Inclusive, and Quality Education in an Uncertain and Complex World
by Carolyn M. ShieldsFramed by real stories and grounded in research, the third edition of Transformative Leadership in Education presents an alternative approach to leadership that is engaged, active, and courageous. Noted scholar Carolyn M. Shields once again explores the concept of transformative leadership theory and its potential to create learning environments that are inclusive, excellent, equitable, and socially just, as required by the United Nations Sustainable Development Goal 4, even in the face of the volatile, uncertain, complex, and ambiguous world of education today. Chapters combine contemporary research findings with stories of schools, leaders, students, teachers, and community members to demonstrate that transformative leadership can promote academic achievement, family and community empowerment, democratic engagement, and global citizenship. This exciting text will appeal to all aspiring and practicing leaders who want to create organizations that are equitable, inclusive, and excellent and that prepare students to be successful, caring, and engaged citizens of the global community.New in this edition: Discussion of the United Nations Sustainable Development Goal 4: “to ensure inclusive, equitable and quality education and lifelong learning for all.” Updated end-of-chapter guiding questions to help readers reflect on their own practice and to apply the concepts in their own contexts. Enriched discussion of the interrelationships among the eight tenets of transformative leadership and leading for social justice, with a separate chapter for each tenet. Elaborated discussion of the need for reflection, grounding, and action on the part of transformative leaders. Updated and expanded discussion of current topics such as refugees, transgender students, and historical roots of concepts like Islamophobia and anti-Semitism. A survey to identify leadership beliefs and actions about equity and inclusion. Support Materials to prompt further dialogue and reflection downloadable at www.routledge.com/9781032734002.
Transformative Learning Theory and Praxis: New Perspectives and Possibilities
by Effrosyni KostaraTransformative Learning Theory and Praxis examines the multi-faceted nature of transformative learning and transformation theory including its merits, restrictions, and possibilities, and presents carefully chosen international case studies and theoretical approaches that enrich the application of the theory within a wide variety of educational settings. By including new approaches to transformative learning theory, this book provides examples and teaching approaches coming from a variety of disciplines, including higher education, arts, classics, new technologies, and academic development. It bridges the gap between theory and practice to help teachers and adult educators embed potentially transformational techniques in the curriculum. Based on in-depth research, this key title provides a means of measuring and documenting transformative outcomes in qualitative studies of high impact learning experiences, and raises new questions and opportunities for the future development of the field. Transformative Learning Theory and Praxis is a must-read text for anyone interested in the research behind, and applications of, transformative learning and transformation theory, including researchers, students, and policy-makers in the field.
Transformative Learning Through Engagement: Student Affairs Practice as Experiential Pedagogy
by Jane FriedJane Fried’s overarching message is that higher education is based on a profoundly outdated industrial model of the purpose and delivery of learning and needs urgently to be changed. Student affairs professionals and academic faculty have become frustrated with the alienation of so many students from academic learning because they cannot see its connection to their lives. This book – addressed to everyone involved in helping college students learn – presents what we now know about the learning process, particularly those elements that promote behavioral change and the ability to place information in a broader context of personal meaning and long term impact. Central to its argument is that learning must be experiential and engage students holistically; that it must be grounded in brain science and an understanding of the cultural drivers of knowledge construction; that academic faculty and student affairs professionals must cooperate to help students make connections and see the implications of their learning for their lives; and that the entire learning environment needs to be integrated to reflect the organic nature of the process.A second purpose of this book is to enable student affairs professionals to articulate their own role in helping students learn. Student affairs, as a profession, has had difficulty describing its work with students as teaching because the dominant paradigm of teaching continues to suggest a classroom, an academic expert and a model of learning that is basically verbal and cognitive. Student affairs professionals who read this book will be able to understand and articulate the processes of experiential, transformative education to their academic colleagues and to help collegially design integrated learning experiences as partners with academic faculty. The book concludes with a number of brief invited chapters that describe a few emerging models and programs that illustrate Jane Fried’s vision of transformative learning experiences that integrate experience, study, and reflection.This book was written with contributions from: Craig AlimoJulie Beth ElkinsScott HazanElsa M. Núñez Vernon PercyChristopher PudlinskiSarah Stookey
Transformative Learning Through Play: Analogue Games as Vehicles for Educational Innovation
by Sara Rye Micael Sousa Carla SousaThis book explores analogue game-based learning in the context of the Anthropocene, addressing an urgent need for educational approaches beyond traditional scholastic boundaries. In the context of a complex world, the book emphasises the inadequacies of current educational methods and the potential of game-based learning to foster collective problem-solving skills. It then traces the historical roots of analogue and tangible games, highlighting their potential and challenges in alignment with several learning theories. The authors explore the psychology of analogue game-based learning, exploring its impact on cognition, motivation and, potentially, skill transfer to real life situations. They focus strongly on designing effective learning games, emphasising principles of game design, the TEGA initiative and common pitfalls to avoid. Ultimately, the book emphasises the importance of inclusivity in game-based learning, addressing barriers, intersectionality, and accessible design features both for commercial and educational games, and highlighting the ethical and pedagogical significance of fostering diverse and inclusive learning environments. The book will be of interest to researchers and students of education-related topics, particularly instructional design, pedagogical, and psychology, as well as enthusiasts from game studies and related practitioners.
Transformative Learning and Identity
by Knud IllerisIn the current ever changing world – the liquid modernity – the most pressing psychological challenge to all of us is to create and maintain a personal balance between mental stability and mental flexibility. In Transformative Learning and Identity Knud Illeris, one of the leading thinkers on the way people learn, explores, updates and re-defines the concept and understanding of transformative learning while linking the concept of transformative learning to the concept of identity. He thoroughly discusses what transformative learning is or could be in a broader learning theoretical perspective, including various concepts of learning by change, as opposed to learning by addition, and ends up with a new, short and distinct definition. He also explores and discusses the concept of identity and presents a general model depicting the complexity of identities today. Building on the work of Mezirow, various perspectives of transformative learning are analysed and discussed, including; transformative learning in different life ages; progressive and regressive transformations; motivation and identity defence; development of identity; personality and competence, and transformative learning in school, education, working life, and in relation to current and future life conditions. This vital new book by one of the leading learning theorists of our time will prove of lasting interest to academics, teachers, instructors, leaders and researchers in the field of adult learning and education. It will also appeal to many students and researchers of psychology and sociology in general. ?
Transformative Learning and Teaching in Physical Education (Routledge Research in Education)
by Malcolm ThorburnTransformative Learning and Teaching in Physical Education explores how learning and teaching in physical education might be improved and how it might become a meaningful component of young people’s lives. With its in-depth focus on physical education within contemporary schooling, the book presents a set of professional perspectives that are pivotal for realising high-quality learning and teaching for physical education. With contributions from a range of international academics, chapters critically engage with vital issues within contemporary physical education. These include examples of complex learning principles in action, which are discussed as a method for bettering our understanding of various learning and teaching endeavours, and which often challenge hierarchical and behaviourist notions of learning that have long held a strong foothold in physical education. Authors also engage with social-ecological theories in order to help probe the complex circumstances and tensions which many teachers face in their everyday work environments, where they witness first-hand the contrast between discourses which espouse transformational change and the realities of their routine institutional arrangements. This book enables readers to engage in a fuller way with transformative ideas and to consider their wider implications for contemporary physical education. Its set of professional perspectives will be of great interest to academics, policymakers, teacher educators and teachers in the fields of physical education, health and well-being. It will also be a useful resource for postgraduate students studying in these subject areas.
Transformative Learning in Practice
by Taylor Edward W. Jack MezirowThe leading authorities in the field produced this comprehensive resource, which provides strategies and methods for fostering Transformative Learning (TL) practice in a wide variety of higher and adult education settings. The book answers relevant questions such as: What are effective practices for promoting TL in the classroom? What is it about TL that is most helpful in informing practice? How does the teaching setting shape the practice of TL? What are the successes, strengths, and outcomes of fostering TL? What are the risks and challenges when practicing TL in the classroom?
Transformative Learning through Creative Life Writing: Exploring the self in the learning process
by Celia HuntArising from a research project conducted over two years, Transformative Learning through Creative Life Writing examines the effects of fictional autobiography on adult learners’ sense of self. Starting from a teaching and learning perspective, Hunt draws together ideas from psychodynamic psychotherapy, literary and learning theory, and work in the cognitive and neurosciences of the self and consciousness, to argue that creative life writing undertaken in a supportive learning environment, alongside opportunities for critical reflection, has the power to transform the way people think and learn. It does this by opening them up to a more embodied self-experience, which increases their awareness of the source of their thinking in bodily feeling and enables them to develop a more reflexive approach to learning. Hunt locates this work within recent developments in the influential field of transformative learning. She also identifies it as a form of therapeutic education arguing, contrary to those who say that this approach leads to a diminished sense of self, that it can help people to develop a stronger sense of agency, whether for writing or learning or relations with others. Topics covered include: Creative writing as a tool for personal and professional development The transformative benefits and challenges of creative writing as a therapeutic activity The relationships between literary structures and the processes of thinking and feeling The role of cognitive-emotional learning in adult education Collaborative learning and the role of the group This book will interest teachers in adult, further and higher education who wish to use creative life writing as a tool for learning, as well as health care professionals seeking art-based techniques for use in their practice. It will also prove useful to academics interested in the relationship between education and psychotherapy, and in the theory and practice of transformative learning. Additionally, it will appeal to writers seeking a deeper understanding of the creative process.
Transformative Learning: Autoethnographies of Qualitative Research
by Larry D. Browning Frode Soelberg Jan-Oddvar Sørnes Frank LindbergThis book contains a series of autoethnographies written by participants of a program on qualitative methods. It offers the stories of students-turned-professors and what they learned via autoethnographic writing as part of the course. The chapters provide insight into the application of a range of qualitative research techniques and, unlike typical works on qualitative methods, in a nonprescriptive method that reflects a personal learning process. This book will be of interest to students and academics engaged in qualitative research, as well as scholars of transformative learning, teaching pedagogy and broader educational studies.