IU Indianapolis ScholarWorks :: Browsing by Subject "Transformative Learning"

Browsing by Subject "Transformative Learning"

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ADULT EDUCATION IN THE POST 9/11 WORLD: REFLECTIONS ONE YEAR LATER
(2005-12-15T18:51:42Z) Tolliver, Denise E; Tisdell, Elizabeth J
Poster Session-What is our place in the global community? For many, the tragedies of September 11, 2001 have elevated this question to a level of seriousness that goes well beyond a simple intellectual exercise. Issues of politics, power, and power relations have reached a heightened sense of saliency among adult educators and learners alike. A sense of interconnectedness with others in the world seems to be increasing. At the same time, some of the anger, suffering, and pain experienced in the wake of 9/11 has resulted in calls for retaliation against targeted groups and increased expressions of intolerance for diversity, different beliefs and different voices. Indeed, there have been many public responses to the events of 9/11 from the leaders of prominent organizations of higher education. They all speak to the important role that adult educators and learners have to contribute to a greater understanding of our collective place in the global community. Yet, it is important to ask how has 9/11 shown up in the classroom and other learning environments. Has it been like the elephant in the living room that no one wants to mention because feelings of loss and grief are too intense? Is it so present that it has to be included as part of the process, regardless of the content of a course? Has the nature of learning changed? Has the impact shifted as time has passed? It would make sense that the range of responses varies greatly. Little has been published to date, whether as anecdotal accounts or planned research, about how 9/11 has affected the day-to-day practice of adult educators. This poster presentation will contribute to this area by exploring the impact that the events and aftermath of September 11, 2001 have had on the work of the authors, both of whom are adult educators. We have reflected on how the actual events, our learners' and our own responses to the 9/11 tragedies have affected our specific educational practices. In this poster presentation, we will share the questions that have emerged for us, while identifying dilemmas and issues that we have encountered as we support student learning. We, the authors, hope to foster dialogue about how to utilize the emotional, cognitive, spiritual, and other types of responses to 9/11as a catalyst for learning larger lessons that can support transformative educational practice.
Adult Learning Following Job Loss in Mid-Career Workers
(Midwest Research-to-Practice Conference in Adult Continuing, and Community Education, 2004) Benway, Robert F.
Critical theory, social constructivism and transformative learning were used to examine how and in what ways mid-career workers who experience job loss learn how to acquire new passion forlife through their work. Findings of this study were that participants who lost their jobs found new passion in life through work because they were able to construct their identities independent of the hegemonic influences of corporate managers. The implication of this study is that adult education can be used to help people redefine their self-concepts and social concepts, following job loss, and that both of these can lead to positive social change.
Concept Mapping: A Neuro-Scientific Approach
(2006-08-21T15:09:53Z) Baley, Charles
Rarely if ever are the boundaries of any scholarly body of knowledge or theory integrated in an inter-disciplinary collaboration, yet there are arguably some situations where just such a symbiotic relationship is quite compelling. One such example was recognized in the remarkable similarities that exist between complex high-tech design and the logical function and design of the human brain. An even better example exists involving the processes of learning and the potential implication for collaboration between neuroscience and adult education.
Creating Self-Awareness Of Learning That Occurs In Community
(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Imel, Susan; Stein, David
Learning that occurs in naturally forming communities can be more effective if those who engage in such groups are aware of it. Adult education practitioners who work with groups have an opportunity to assist group participants realize that learning occurs through engagement with issues of importance to them. Adults may consider learning to be knowledge acquisition, but the concept of social capital can be used to help them realize another level of learning. The purpose of this paper is to raise awareness among adult education practitioners about a potential role in furthering learning that occurs in naturally forming groups.
Drawing On Pop Culture And Entertainment Media In Adult Education Practice In Teaching For Social Change
(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Tisdell, Elizabeth J.
This paper provides an overview of the critical media literacy literature and related adult education literature to consider how to draw on popular culture and entertainment media in adult education settings when dealing with diversity and equity issues of gender, race, class, and sexual orientation. It also provides some examples of from practice. Popular culture and fictional entertainment media have an enormous influence on society. Whether in the genre of television sitcom or drama, or fictional stories in popular film, the entertainment media teach us something about ourselves as we map new meaning onto our own experience based on what we see and relate to; for good or for ill, it also teaches us a lot about others through fictional means. In the past few years, there has been a growing discussion about the role of pop culture and the entertainment media in education (Giroux, 1997; hooks, 1994; Yosso, 2002); In these discussions, critical media education scholars note the tendency of the media to reproduce structural power relations based on race, gender, class, and sexual orientation; however, they also argue that some media challenge such power relations in their portrayals of characters. Thus, given that students are consumers of entertainment media, which serves as a significant way that people construct knowledge about their own and others’ identities and thus a significant source of “education”, they argue that it is important to teach critical media literacy skills—of how to deconstruct and analyze entertainment media through direct discussion of it in the classroom. Thus far most of these discussions and studies related to critical media literacy have focused on youth. Aside from general reference to the significance of popular culture to the media in our lives (Miller, 1999), discussion of the role of entertainment media in the education of adults has been absent. But given that adult learners and educators are also large consumers of media, it is also important that adult educators tend to issues related to media literacy, particularly in attempting to attend to diversity and equity issues. Therefore the purpose of this paper is two-fold: to provide an overview of the critical media literacy to consider how to draw on popular culture and entertainment media in adult education settings to teach critical medial literacy skills and to discuss issues of gender, race, class, and sexual orientation; and to explore how entertainment media can be used in teaching practice.
Facilitating Organizational Learning And Transformation Within A Public School Setting
(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Folkman, Daniel V.
This paper presents a model for organizational learning and transformation within the context of public school reform. The strategy is to offer action research classes in a school setting, which serve as a vehicle for transforming a traditional school environment into a professional learning community. Excerpts from the class dialogue show how instrumental and communicative learning are intertwined in the transformation process.
From Homeless To Empowered: A Participatory Methods Response To Multiple Oppressions
(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Curry, LaMetra
This paper describes a participatory research/evaluation (PR/PE) project that has been underway for two years with a group of women placed in the Temporary Assistance to Needy Families (TANF) system. Prior to the mandate for welfare recipients to align with TANF, fifteen women (the subjects of this project) were homeless in the greater Chicago metropolitan area. Chicago has been a center for African American Community organizers and adult educators to embark on the co-learning experience that helped community members “read their own world” Curry, 2002, p.71). The participants became acquainted with one another through the TANF designated housing arrangements; they formed a support group initially, and this has evolved into a self and community development action agenda enabled through participatory methods. This particular agenda is centered on individuals taking responsibility for accommodating issues that plague everyday citizens; issues such as childcare, transportation, mandated employment, and training programs that emerge in the midst of the severe dislocation of federal and state welfare reforms and the bureaucracy that accompanies them.
“Putting the Puzzle Together”: Reflection, Learning, and Transformation In an Integrated Liberal Arts Course
(2006) Daly, Jacqueline
Over fifty percent of students in higher education are non-traditional adult learners. Some institutions have developed and implemented integrative liberal arts courses enhancing effective study strategies with interactive methods of instruction, relative and practical content, and a learning environment encouraging a deep learning approach through reflection. As part of a larger exploratory qualitative research study, this paper reports on the contribution of an integrated liberal arts course, the Proseminar, on learning identity and the learning process of the adult student. The findings suggest that participants of the integrated liberal arts course experienced significant changes in their identities as learners and the learning process through reflective activities and self-exploration within a liberal arts breadth of knowledge: Increased confidence as a learner, awareness of varied perspectives, impact of life experiences on values, beliefs, and assumptions of self, and their role in the world.
RESIDENTIAL LEARNING: A SAFEHOUSE FOR STUDY AND GROWTH
(2005-10-13T19:47:11Z) Kabel, Carole J.
In June 1998, two life-changing events occurred, affecting me profoundly; I began a doctoral program and I was diagnosed with breast cancer. A major requirement of the program was a two-week residency, each year for the three years of the program. I began the first residency a week after surgery and two weeks before I was to start chemotherapy treatments. The impact this residential experience had on me and, as I was to discover later, on others, was so intense and emotional, that it became the topic of my research and consequently, of my dissertation. The purpose of my research was to discover the affective impact a residential learning experience had on the participants of a graduate degree program. My heuristic study related my thoughts, feelings, perceptions, etc., regarding my own residential learning experience, and through interviews, the experiences of others. After the data was collected and analyzed, eight themes emerged. From these I concluded that residential learning did indeed impact its participants and that learning in residence enhanced both the cognitive and the affective domains. The findings of this study indicated that forming and building relationships, formal and informal learning, and individual change does occur during a residential experience.
The Role Of Women In Popular Education In Bolivia
(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Kollins, Judith M.; Hansman, Catherine A.
In the face of poverty and long-term political instability in Bolivia, many adult educators are working towards social justice, focusing students on economic opportunities and maintaining their indigenous culture. The process is complex and often compounded by the sociocultural context in which the learning takes place, particularly when examining education and justice for women and minorities. However, in cases when the educational model takes daily life within local cultures into account (popular education), true learning and change can be seen.

Browsing by Subject "Transformative Learning"

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