Transformative Learning: The Trojan Horse of Globalization?

C.A. Bowers suggests that transformative learning ala Paulo Freire may be the Trojan horse of neoliberal globalization by deepening the ecological crisis and colonizing indigenous cultures. This paper critiques Bowers’ argument and proposes a contextual pedagogy for sustainability education

Formative, Restorative and Transformative Learning: Insights into the Critical Consciousness of Social Activists

Based on our research with diverse social activists in North and South America, we explore the central importance of critical consciousness and how it develops. We analyze the formation, restoration and transformation of critical consciousness in social activists and discuss implications for adult education

Moral commitments to community: Mapping social responsibility and its ambiguities among small business owners

This article maps the different moral positions related to social responsibility (SR) as articulated by 25 small business owners and explains how they understand their positions within a range of SR practices. The morality underpinning their social responsibility tended to be embedded in a sense of relationship with and commitment to the well-being of the local geographic community but was threaded with felt ambiguities. Through an ethical analysis, we argue that this moral commitment to community is connected to a relational worldview, distinct from values and assumptions driving the existing economic system, yet they pursue this vision as individual actors rather than working collectively

Izobraževati med veliko transformacijo: Odnosnost in transformativno trajnostno izobraževanje

During this shifting of historical epochs, the “usual ways of doing things” is catalysing existential questions about the survival of humanity. Yet, it is precisely these points of severe disruption where the creation of something more complex and life-giving can evolve. In this article, we explore how the dominant Separation Paradigm has created the current disruptive socio-natural conditions. Individuals and societies steeped within the Separation Paradigm are unwittingly destructive, because they do not perceive, and thus unintentionally sever, the incomprehensibly relational nature of our universe. We summarise the overarching dynamics of the Separation Paradigm and critique how existent learning processes, including sustainability education, are reproducing the Separation Paradigm. A salve to the diverse manifestations of Separation, we describe multiple sources of the Relationality Paradigm as well as implications for relational ways of knowing and being, through an interweaving of theoretical and personal vignettes. Finally, we sketch the implications of a possible worldview transformation for educators and processes of education, particularly within transformative sustainability education.Velikanski zgodovinski premiki, ki jih doživljamo v tem času, pod vprašaj postavljajo »običajen način, kako počnemo stvari«, in vodijo do eksistencialnih vprašanj o preživetju človeštva. Prav obdobja velikanskih sprememb pa so tista, v katerih se lahko razvije nekaj kompleksnega in življenjsko pomembnega. V članku raziskujemo, kako je dominantna ločevalna paradigma ustvarila trenutne razdiralne okoliščine v naravi in družbi. Posamezniki in družbe so potopljeni v ločevalno paradigmo in posledično destruktivni, saj se ne zavedajo relacijske, odnosne narave našega sveta. Obravnavamo vseobsegajočo dinamiko ločevalne paradigme in pri tem kritično opredelimo, kako obstoječi učni procesi, tudi izobraževanje o trajnosti, to paradigmo vedno znova reproducirajo. Kot možno rešitev predstavimo odnosno paradigmo, pa tudi implikacije odnosnih načinov spoznavanja in bivanja, s prepletanjem teorije in osebnih zgodb. Ob koncu zarišemo možnost za svetovnonazorsko transformacijo na področju izobraževanja, zlasti v okviru transformativnega trajnostnega izobraževanja

(En)Gendering Vulnerability: Immigrant Service Providers’ Perceptions of Needs, Policies, and Practices Related to Gender and Women Refugee Claimants in Atlantic Canada

As part of a multi-phased study exploring the experiences of refugee claimants in Atlantic Canada, this article focuses on the experiences and perceptions of immigrant service providers in relation to gender and women refugee claimants. Given the paucity of research on refugees in Atlantic Canada and on the particular perspectives of service providers, we have located this part of our research in the intersection of state policies and civil society practices, in particular service providers’ and NGO practices vis-à-vis refugees and refugee claimants. To contextualize our study we briefly trace global and national trends in migration and refugee issues, specifically increasing refugee deterrence policies that restrict claimants’ access to protection and settlement services. Findings highlight the recognition of gender-specific needs but also the lack of a gendered analysis of women refugee claimants, uneven accessibility to support services across the Atlantic region, challenges in navigating services, low cultural competence of institutional social and health service providers, and the rise of a punitive deterrence culture.Dans le cadre d’une étude en plusieurs phases explorant les expériences des demandeurs d’asile dans les provinces maritimes du Canada, cet article se penche sur les expériences et les perceptions des employés des services de l’immigration en relation avec l’appartenance sexuelle et les femmes demandeuses d’asile. Étant donné la pauvreté des recherches sur les réfugiés dans ces régions, et sur les perceptions de ces employés, cette étape de la recherche se concentre sur l’interaction entre les politiques d’État et les pratiques de la société civile, particulièrement les pratiques de ces employés et des ONG à l’égard des réfugiés et des demandeurs d’asile. Afin de mettre la question en contexte, on considère les tendances nationales et internationales dans le domaine de la migration et de l’asile, et plus particulièrement des stratégies croissantes visant à restreindre l’accès des demandeurs d’asile aux services de protection et d’établissement. Les résultats mettent en lumière les besoins spécifiques liés à l’appartenance sexuelle, mais également le manque d’études sur les besoins particuliers des femmes demandeuses d’asile, l’inégalité de l’accès aux services de soutien dans la région atlantique, les difficultés de s’orienter dans les différents services, le manque de compétences culturelles des employés des différents services sociaux et de santé, ainsi que l’essor d’une culture de dissuasion punitive

The speaking vocabulary of 454 third grade children.

Thesis (Ed.M.)--Boston Universit

Academic Self-Efficacy and Undergraduate Research Opportunities Predict Intentions to Pursue Graduate School

Students who have undergraduate research opportunities tend to have higher identification as a scientist, also known as science identity. Furthermore, students with higher science identity are better prepared for advanced science education, compared to students with lower science identity. The current studies seek to examine predictors of undergraduate students’ intentions to pursue graduate school. In the first study, underrepresented students in science, technology, engineering, and mathematics (STEM) fields who attended the Annual Biomedical Research Conference for Minority Students (ABRCMS) filled out a survey that assessed their research confidence and intentions to pursue graduate school. Students who attended ABRCMS more often and had higher research confidence from attending were more likely to intend to pursue a research degree in graduate school. In study two, undergraduate students completed a survey with items measuring research confidence, science identity, and academic self-efficacy. All variables significantly predicted students’ intentions of pursuing graduate education, with science identity being the strongest predictor. Results suggest that students’ undergraduate research experiences and ability to view themselves as scientists prepares them for further education and increases their intentions of pursuing graduate education. Exposure to undergraduate research opportunities, like ABRCMS, is especially important in providing underrepresented groups a sense of belonging in STEM fields. Greater sense of belonging and stronger identification with science can increase the number of underrepresented students who pursue STEM fields, which can lead to more advances in science

Physical Activity and Quality of life.

Physical activity (PA) professionals and participants recognize enhanced quality of life (QoL) as a benefit of and motivator for PA. However, QoL measures are often problematic and rarely consider the participants’ perspective. This paper focuses on recent findings from a larger project on the role of QoL in PA and health promotion. More specifically, we focus on the views of participants and potential participants to better understand the relationship of PA and QoL. In earlier stages of the project we began with a conceptual model of QoL and developed a survey. We now focus on participants’ views and ask two questions: 1) what is QoL? and 2) how does PA relate to QoL? We first asked those questions of a large sample of university students and community participants as open-ended survey items, and then asked focus groups of community participants. Overall, participants’ responses reflected the multidimensional, integrative QoL model, but the responses and patterns provided information that may not be picked up with typical survey measures. Findings suggest that PA contributes to multiple aspects of QoL, that social and emotional benefits are primary motivators and outcomes for participants, and that the meaning of QoL and PA benefits is subjective and contextualized, varying across individuals and settings. Programs that directly target and highlight the multiple dimensions and integrative QoL, while considering the individual participants and contexts, may enhance both PA motivation and participants’ health and QoL