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Community coalitions as sites of tra...

Waithe, Wilma E.

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Community coalitions as sites of transformative learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Community coalitions as sites of transformative learning./
作者:	Waithe, Wilma E.
面頁冊數:	239 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1626.
Contained By:	Dissertation Abstracts International66-05A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3177569
ISBN:	0542171651

Community coalitions as sites of transformative learning.
Waithe, Wilma E.

Community coalitions as sites of transformative learning. - 239 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1626.

Thesis (Ph.D.)--State University of New York at Albany, 2005.

Behavior change in public health is poorly understood, despite the proliferation of health behavior change theories and models. An inquiry into community coalitions as sites of transformative learning is necessary in order to build an understanding of community level behavior change. The study reveals that transformation and behavior change are intertwined and that transformational behavior change is potentially more enduring. Cross-case analysis yielded three significant findings. First, community coalitions are unique relational contexts, conducive to transformative learning. Second, community coalition experiences activate transformative learning by triggering one of two ways of knowing, reflective thinking or discernment. Third, an internal dialogue between pre-transformation and transformation voices is a turning point in transformative learning. It signals emergence of the transformation self. Results led to development of a model of transformational behavior change that is grounded in cross-case analysis of stories of transformative learning and anchored in transformative learning theory. The model theorizes a more comprehensive pathway of transformative learning than is shown in existing models. It also demonstrates how processes of reflective thinking and discernment diverge and converge in transformative learning. Convergence occurs when voices of pre-transformation and transformation dialogue. The model considers voice, and in so doing it illustrates the manner in voice illuminates the internal and external relationships learners use to construct meaning of experiences. Data analysis, using the Listening Guide, an interpretive, voice-centered, relational method, involved multiple listenings to interview narratives, each time listening in a different way. It included listening for the story or plot, listening for use of "I" or first-person voice, and listening for voices of pre-transformation and transformation. Results underscore a need to re-examine and expand transformative learning theory. The study offers two major conclusions. First, by illuminating the complexity of transformative learning, the model contributes to a more robust transformative learning theory. Education practitioners across a wide variety of disciplines can find it useful. Second, building education practitioner and learner awareness and understanding of the significance of ways of knowing in transformative learning is essential. This assures that the benefits of personal transformations translate into community level behavior change.

ISBN: 0542171651Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Community coalitions as sites of transformative learning.
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