Animating Social, Cultural and Institutional Change
Edited by Darlene E. Clover, Kathy Sanford, Lorraine Bell and Kay Johnson
An Integrative Developmental Model
Grounded on tenets from cognitive psychology, philosophy, sociology, and adult education, the model assumes that human development is propelled by two psychological needs, personal betterment and social belonging, and that the materialization of such development requires on the one hand, the exercise of human thought abilities like reflectivity, generativity, and creativity, and on the other, a milieu enabling such exercise.
To address those requirements, the model proposes a conviviality-oriented instructional approach with three learning venues ( Explorations, Enrichments, and Creations) featuring a variety of illustrative courses and projects. The approach offers adults opportunities to access and share information and knowledge leading to critical reflection on their beliefs and value systems, as well as opportunities to use their creativity and generativity to express their ideas and feelings, and to act for the common good.
Attainment of the instructional approach’s objectives, both age-related and general ( Cultivate, Cope and Care), could help adults achieve a decentralized personalist perspective on development. A perspective that, based on personal valuation and justification of individual growth with and by the growth of others, could result in adults’ greater self-determination, humanness, and capacity for social change.
The book also describes and justifies the makeup of the model’s target population and the learning centers suitable for its implementation.
Edited by Warren Linds, Linda Goulet and Alison Sammel
Through various case studies, the book offers a glimpse into the work being undertaken by a wide range of international educators and community development workers where common themes emerge across the different sites. The book explores the development of, and the internal and external constraints upon, adult and youth emancipatory practices, as well as the effective adult and youth beliefs and actions that facilitate collaborative leadership in issues of social and ecological justice.
The authors offer a critical examination of the degree to which youth are able to participate in decision-making processes, or to the extent to which they were given space and power to truly explore democratic and dialogic partnerships. With an emphasis on the power dynamics inherent in adult/youth relationships, and the potential of these relationships to engage in democratic transformation, the book examines the patterns, benefits and limitations of the youth-adult connections.
Learning and Development for a Better World
Judith Kearney, Lesley Wood and Richard Teare
Developing Critical Consciousness in the English Language Classroom in a UK Further Education (FE) College and in a South African Township
which fosters transformative learning, helps to enable adult English language learners to think more democratically and more critically, which in turn fosters a greater sense of agency in the construction and re-construction of beliefs or frames of reference. It is argued that this skill is necessary to
Challenges of Learning and Work in Neoliberal Spaces
–8): the process by which we transform our taken-for-granted frames of reference (meaning perspectives, habits of mind, mind-sets) to make them more inclusive, discriminating, open, emotionally capable of change, and reflective so that they may generate beliefs and opinions that will prove more true or
The Experiences of ‘Non-Traditional’ Students in Design Higher Education
people were included when deliberations, decisions and judgments were made. Being included in this way could improve a subject’s confidence just as being excluded could erode a person’s self-belief. Duckworth ( 2014 , p. 184) has also argued that friendship not only facilitated practical support it
. As Dubet wrote it, an institutional programme: (1) considers that working on others is a mediation between universal values and specific individuals; (2) affirms that the activity of socialisation is a vocation because it is directly founded on values; (3) is based on the belief that socialisation
experience to have learning value, it needs to be thought about and reflected on. Adult learning processes should take place in an environment that promotes critical reflection, which involves a critique of the assumptions on which the individuals’ beliefs have been built ( Mezirow, 1990 ). According to