1,721,002 research outputs found
Toward a shared repertoire of methods and practices of fostering transformative learning: initial reflections
No full textL’articolo presenta tre esempi che illustrano i limiti e le potenzialità applicative nell’ambito dell’Higher Education di una pedagogia trasformativa basata su una visione practice-based e
femminista post-strutturalista. Questa metodologia di insegnamento ha l’obiettivo di supportare futuri/e insegnanti e educatori/educatrici degli adulti a mettere in discussione assunti dati per
scontati e culturalmente assimilati sulla loro pratica, identità e ruolo professional
Toward a Model to Leverage Informal and Incidental Learning in Family Contexts
No full textPurpose – The authors describe research aimed at developing:
1) a more comprehensive framework for informal and incidental learning in family contexts;
2) a learning dashboard customized for parents interested in enhancing their capacity to reflect on the ways in which they learn to face the challenges, changes, and periods of transition that their own families go through.
Design/methodology/approach – Our proposed model grows out of a reanalysis of data from an earlier study that focused on understanding practical learning and situated knowledge that adults feel meaningful and relevant to constructing their own parental identities, their modes of belonging, and their trajectories of participation in their respective
families.
Findings – Findings are based on a multiple case study in which Italian parents residing in Milan and Italian-American parents living in New York City, all belonging to upper-middle-class families, were interviewed. Italian families were also involved in laboratories designed
to support them in the processes of collective critical reflection on their familial practices.
Research limitations/implications – This study followed a grounded theory research design, formulated to enable development of a middle-range substantive theory that is well suited to:
1) explaining the informal and incidental learning paths through which adults construct practices of parenthood;
2) defining a learning architecture and designing a research-based self-report inventory to recognize and assess them.
Originality/value – We present informal and incidental learning examples occurring in family contexts that range from predictable “crises” to those that are unanticipated and not routine, and a self-report inventory for self-assessing parental learning practices and their possible outcomes.
We discuss transformative dimensions of informal learning that become important when parents’ frames of reference are self-perceived as distorted or dysfunctional when confronted with the more or less critical events that mark family life cycles. We also conceptualize informal and incidental learning through a practice-based approach in the
attempt to provide a theoretical vocabulary that enables thought about knowing and learning as processes that are: social, materially-and-historically-mediated, emergent, situated, and always open-ended and temporary in character
A practice-based view of transformative learning: an exploratory study on the practical creativity
No full textThis research analyzes transformative learning in relationship to workplace education, intertwining it with the theoretical frameworks of informal and incidental learning (Watkins & Marsick, 2020), and practice-based studies (Gherardi, 2019). Our purpose is to examine the contribution that a practice-based view of transformative learning offers to the study of creativity (Bracci et al., 2021). We are interested in detecting how and under what conditions professionals in a wide-range of fields can learn and practice to design and realize innovative creative products. The ability to develop innovative products can be a source of competitive advantage for companies; the generation of ideas for new products, or creativity, is the first step in this innovation process (Thompson, 2018). In order to expand our understanding about how to cultivate practices of creativity, the strategic aspects we analyzed and valorized are the comprehension, identification, and development of learning and knowledge situated in material work practice. The chapter is structured as follows: First, a comprehensive theoretical framework on transformative learning and practice-based studies is outlined. Second, the research design and methodology are described, followed by data analysis. Third, the emerging findings are presented. The chapter sums up with discussion and reflective conclusions
Practicing cultural humility and transformative listening in dyads: creating educational possibilities for belonging and equity
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Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Practicing embodied listening for transformation: the Transformative Listening Protocol
No full textIn this article, we explore the process of creating spaces for the practice and inquiry of transformative listening through the development of the Transformative Listening Protocol (TLP). Our premise is that embodied listening opens doors to transformations
via a process to improve listening and safe spaces where people may engage with each other in storytelling and story listening. The organization of our paper flows from research design to relevance for transformative learning theory. We begin with a description of the practice led research design for the project (Candy, 2006), we follow
that with the historical development of the TLP including sections on both the theoretical and methodological background. After this section we describe the practice-ing of transformative listening with three applications of listening in practice we documented. In the final paragraphs we explore the limitations and conclusions of the research design and of TLP. We conclude the paper with the relevance of practicing transformative listening for the evolution of transformative learning theory
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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