Conflict Resolution and Transformative Pedagogy A Grounded Theory Research Project on Learning in Higher Education
Conflict Resolution and Transformative Pedagogy A Grounded Theory Research Project on Learning in Higher Education
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DOI：
10.1177/1541344607308899
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发表时间：
2007-07-01
影响因子：
1
通讯作者：
Kelly, Rhys
中科院分区：
文献类型：
--
作者：
Fetherston, Betts;Kelly, Rhys
本文报道了在布拉德福德大学和平研究系本科冲突解决教学中，旨在跟踪学生学习和发展的基本教学变化的影响，从传统到批判性教学。运用扎根理论方法，研究了教育学的变革性学习潜力。他们发现，在学生学习和发展的基础上，针对许多学生毕业后期望从事的建设和平和解决冲突工作的行为学挑战，教学法得到了广泛支持。从数据中出现了四组学习经验，支持变革性学习理论，特别是中断在学习中的作用和批判性反思的重要性，但也初步表明，我们目前对变革性学习作为实践的理解水平存在一些差距。
This article reports on original research designed to track the impact on student learning and development of fundamental pedagogical changes-from tradition to critical pedagogy-in undergraduate conflict resolution teaching in the Department of Peace Studies, University of Bradford. Using grounded theory methodology, the authors researched the transformative learning potential of the pedagogy. They found broad support for the pedagogy on student learning and development grounds in relation to the praxeological challenges of peacebuilding and conflict resolution work many of their students will expect to do after graduation. Out of the data emerged four clusters of learning experience that support transformative learning theory, particularly the role of disruption in learning and the importance of critical reflection, but that also, in a preliminary way, suggest some gaps in our current levels of understanding of transformative learning as praxis.