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Conflict Resolution and Transformative Pedagogy: A Grounded Theory Research Project on Learning in Higher Education

By A. Betts Fetherston and Rhys H.S. Kelly

Abstract

NoThis 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

Topics: Conflict, Conflict resolution, Conflict resolution training, Critical pedagogy, Peace education, Pedagogy, Transformation, Transformative learning
Year: 2007
DOI identifier: 10.1177/1541344607308899
OAI identifier: oai:bradscholars.brad.ac.uk:10454/3450
Provided by: Bradford Scholars
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