東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Uniting somatic pedagogy with manage...

Horst, Tara L.

FindBook

Google Book

Amazon

博客來

Uniting somatic pedagogy with management education: A feminist participatory action research study.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Uniting somatic pedagogy with management education: A feminist participatory action research study./
作者:	Horst, Tara L.
面頁冊數:	328 p.
附註:	Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 1770.
Contained By:	Dissertation Abstracts International68-05A.
標題:	Women's Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3266128
ISBN:	9780549047483

Uniting somatic pedagogy with management education: A feminist participatory action research study.
Horst, Tara L.

Uniting somatic pedagogy with management education: A feminist participatory action research study. - 328 p.

Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 1770.

Thesis (D.Ed.)--The Pennsylvania State University, 2007.

The purpose of this feminist participatory action research study was to explore a somatic learning approach to management education with women managers. The objective was to explore the significance of gender for women managers, the relationship of the body to management, and uncover knowledge of fostering somatic pedagogy.

ISBN: 9780549047483Subjects--Topical Terms:

1017481
Women's Studies.

Uniting somatic pedagogy with management education: A feminist participatory action research study.
LDR:03969nam 2200325 4500 001 1393392
005 20110329091422.5
008 130515s2007 ||||||||||||||||| ||eng d
020 $a 9780549047483
035 $a (UMI)AAI3266128
035 $a AAI3266128
040 $a UMI $c UMI
100 1 $a Horst, Tara L. $3 1671926
245 1 0 $a Uniting somatic pedagogy with management education: A feminist participatory action research study.
300 $a 328 p.
500 $a Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 1770.
502 $a Thesis (D.Ed.)--The Pennsylvania State University, 2007.
520 $a The purpose of this feminist participatory action research study was to explore a somatic learning approach to management education with women managers. The objective was to explore the significance of gender for women managers, the relationship of the body to management, and uncover knowledge of fostering somatic pedagogy.
520 $a The theoretical framework guiding this study, feminist poststructuralism, offered a lens through which to view the importance of gender. Additionally, the feminist poststructural constructs of positionality, deconstructing binaries, language, and discourse offered insight into the way women managers make meaning of their bodies' role in constructing and making meaning of knowledge.
520 $a Utilizing a feminist participatory action research design, the study offers an example of feminist research that takes women's issues and concerns into consideration and emphasizes collaboration through active participation. As action research, the study is unique because of its origination and implementation in the community as opposed to a formal classroom or organization. Data collection was completed through an initial interview, journaling, email communication, and a follow-up interview. The fifteen participants offered a range of perspectives about the bodies' connection to management as well as the significant ways gender impacts their managerial style and experiences as a female manager.
520 $a The study contributes to the fields of adult and management education considerable data about embodied ways of sharing and creating knowledge, which adds to an under-researched but developing aspect of each field. Specifically, the study offers both adult and management education three major areas important to somatic pedagogy.
520 $a First, the relationship of dialogue to somatic learning emerged as critical to the experience. The participants found the embodied dialogue during the workshop sessions validating, empowering, and reassuring. Second, maintaining learner centrality involves ongoing inclusiveness of lived experiences, existing knowledge, and ideas and opinions of those invested in the learning process. Fostering learner-centeredness was especially important to the participants who strongly valued the interaction with other professional women and for creating a safe atmosphere in which to share details about their body's experience in relationship to managing. Third, the study expanded upon the participants' existing consciousness of their bodies and urged them to consider their bodies' actions and reactions in a particular context, which in this case was management. Through yoga, the women were able to relate concepts from poses to management practice such as flexibility, strength, conflict, balance, honoring decisions, taking time to focus, and stress management. Each of these findings presents vast implications for the development and implementation of a somatic pedagogy for adult and management education as well as organizations dedicated to holistic training and development.
590 $a School code: 0176.
650 4 $a Women's Studies. $3 1017481
650 4 $a Business Administration, Management. $3 626628
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Business. $3 1017515
690 $a 0453
690 $a 0454
690 $a 0516
690 $a 0688
710 2 $a The Pennsylvania State University. $3 699896
773 0 $t Dissertation Abstracts International $g 68-05A.
790 $a 0176
791 $a D.Ed.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3266128