Braided Stories and Bricolaged Symbols: Critical reflection and transformative learning theory for teachers
In this paper I make the case that transformative learning theory, a specific adult learning theory, and an arts-informed research method have important value for teacher professional practice and teacher education. I refer to two phases of a study involving women who have immigrated to Maritime Can...
Gespeichert in:
| Veröffentlicht in: | McGill journal of education 2011, Vol.46 (1), p.41-54 |
|---|---|
| 1. Verfasser: | |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 54 |
|---|---|
| container_issue | 1 |
| container_start_page | 41 |
| container_title | McGill journal of education |
| container_volume | 46 |
| creator | Brigham, Susan M. |
| description | In this paper I make the case that transformative learning theory, a specific adult learning theory, and an arts-informed research method have important value for teacher professional practice and teacher education. I refer to two phases of a study involving women who have immigrated to Maritime Canada and were teachers in their countries of origin. I illustrate a process through which participants can weave multiple perspectives, unpack constructed realities, and become more reflective about their teacher identity and teaching practice. |
| doi_str_mv | 10.7202/1005668ar |
| format | Article |
| fullrecord | <record><control><sourceid>erudit_cross</sourceid><recordid>TN_cdi_crossref_primary_10_7202_1005668ar</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><eruid>1005668ar</eruid><ericid>EJ940564</ericid><sourcerecordid>1005668ar</sourcerecordid><originalsourceid>FETCH-LOGICAL-c239t-8ef4a148532d91905eacedfd14f4bb9330170d101f79597825285a3710233d343</originalsourceid><addsrcrecordid>eNpNkMtLAzEQxoMoWKsH74K5elidPPYRb7bUFwUP6nlJN0kb3e7KJBb635taWzzNMN9vPmY-Qs4ZXJcc-A0DyIui0nhABkyxIoOiKA7JAIDLTIEQx-QkhA-A1Co1IJ8j1N5YQ19jj94GqjtDR-ibvtXzzXi9nPVtuKVj9NE3uqVoXWub6Pvul42ou-B6XOroV5a2VmPnuzmNC9vjmiaFRqubhcVwSo6cboM9-6tD8n4_eRs_ZtOXh6fx3TRruFAxq6yTmskqF9wopiBP69Y4w6STs5kSAlgJhgFzpcpVWfGcV7kWJQMuhBFSDMnV1rfBPoR0b_2FfqlxXTOoNynV-5QSe7Flbfp5z02elUzExupyJ38bH_8Z7Qx-AHYzbpA</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>Braided Stories and Bricolaged Symbols: Critical reflection and transformative learning theory for teachers</title><source>Érudit (Freely Accessible)</source><source>Education Source</source><source>Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals</source><source>Free E- Journals</source><creator>Brigham, Susan M.</creator><creatorcontrib>Brigham, Susan M.</creatorcontrib><description>In this paper I make the case that transformative learning theory, a specific adult learning theory, and an arts-informed research method have important value for teacher professional practice and teacher education. I refer to two phases of a study involving women who have immigrated to Maritime Canada and were teachers in their countries of origin. I illustrate a process through which participants can weave multiple perspectives, unpack constructed realities, and become more reflective about their teacher identity and teaching practice.</description><identifier>ISSN: 0024-9033</identifier><identifier>EISSN: 1916-0666</identifier><identifier>DOI: 10.7202/1005668ar</identifier><language>eng</language><publisher>Faculty of Education, McGill University</publisher><subject>Adult Learning ; Art Education ; Canada ; Females ; Foreign Countries ; Identification (Psychology) ; Immigrants ; Learning Theories ; Reflection ; Research Methodology ; Teacher Education ; Teachers ; Teaching Methods ; Transformative Learning</subject><ispartof>McGill journal of education, 2011, Vol.46 (1), p.41-54</ispartof><rights>All Rights Reserved © Faculty of Education, McGill University, 2011</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c239t-8ef4a148532d91905eacedfd14f4bb9330170d101f79597825285a3710233d343</citedby><cites>FETCH-LOGICAL-c239t-8ef4a148532d91905eacedfd14f4bb9330170d101f79597825285a3710233d343</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.erudit.org/en/journals/mje/2011-mje1816064/1005668ar.pdf$$EPDF$$P50$$Gerudit$$H</linktopdf><linktohtml>$$Uhttp://id.erudit.org/iderudit/1005668ar$$EHTML$$P50$$Gerudit$$H</linktohtml><link.rule.ids>314,776,780,27901,27902,79311,79318</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ940564$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Brigham, Susan M.</creatorcontrib><title>Braided Stories and Bricolaged Symbols: Critical reflection and transformative learning theory for teachers</title><title>McGill journal of education</title><description>In this paper I make the case that transformative learning theory, a specific adult learning theory, and an arts-informed research method have important value for teacher professional practice and teacher education. I refer to two phases of a study involving women who have immigrated to Maritime Canada and were teachers in their countries of origin. I illustrate a process through which participants can weave multiple perspectives, unpack constructed realities, and become more reflective about their teacher identity and teaching practice.</description><subject>Adult Learning</subject><subject>Art Education</subject><subject>Canada</subject><subject>Females</subject><subject>Foreign Countries</subject><subject>Identification (Psychology)</subject><subject>Immigrants</subject><subject>Learning Theories</subject><subject>Reflection</subject><subject>Research Methodology</subject><subject>Teacher Education</subject><subject>Teachers</subject><subject>Teaching Methods</subject><subject>Transformative Learning</subject><issn>0024-9033</issn><issn>1916-0666</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2011</creationdate><recordtype>article</recordtype><recordid>eNpNkMtLAzEQxoMoWKsH74K5elidPPYRb7bUFwUP6nlJN0kb3e7KJBb635taWzzNMN9vPmY-Qs4ZXJcc-A0DyIui0nhABkyxIoOiKA7JAIDLTIEQx-QkhA-A1Co1IJ8j1N5YQ19jj94GqjtDR-ibvtXzzXi9nPVtuKVj9NE3uqVoXWub6Pvul42ou-B6XOroV5a2VmPnuzmNC9vjmiaFRqubhcVwSo6cboM9-6tD8n4_eRs_ZtOXh6fx3TRruFAxq6yTmskqF9wopiBP69Y4w6STs5kSAlgJhgFzpcpVWfGcV7kWJQMuhBFSDMnV1rfBPoR0b_2FfqlxXTOoNynV-5QSe7Flbfp5z02elUzExupyJ38bH_8Z7Qx-AHYzbpA</recordid><startdate>2011</startdate><enddate>2011</enddate><creator>Brigham, Susan M.</creator><general>Faculty of Education, McGill University</general><general>McGill Journal of Education</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>2011</creationdate><title>Braided Stories and Bricolaged Symbols: Critical reflection and transformative learning theory for teachers</title><author>Brigham, Susan M.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c239t-8ef4a148532d91905eacedfd14f4bb9330170d101f79597825285a3710233d343</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2011</creationdate><topic>Adult Learning</topic><topic>Art Education</topic><topic>Canada</topic><topic>Females</topic><topic>Foreign Countries</topic><topic>Identification (Psychology)</topic><topic>Immigrants</topic><topic>Learning Theories</topic><topic>Reflection</topic><topic>Research Methodology</topic><topic>Teacher Education</topic><topic>Teachers</topic><topic>Teaching Methods</topic><topic>Transformative Learning</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Brigham, Susan M.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>McGill journal of education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Brigham, Susan M.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ940564</ericid><atitle>Braided Stories and Bricolaged Symbols: Critical reflection and transformative learning theory for teachers</atitle><jtitle>McGill journal of education</jtitle><date>2011</date><risdate>2011</risdate><volume>46</volume><issue>1</issue><spage>41</spage><epage>54</epage><pages>41-54</pages><issn>0024-9033</issn><eissn>1916-0666</eissn><abstract>In this paper I make the case that transformative learning theory, a specific adult learning theory, and an arts-informed research method have important value for teacher professional practice and teacher education. I refer to two phases of a study involving women who have immigrated to Maritime Canada and were teachers in their countries of origin. I illustrate a process through which participants can weave multiple perspectives, unpack constructed realities, and become more reflective about their teacher identity and teaching practice.</abstract><pub>Faculty of Education, McGill University</pub><doi>10.7202/1005668ar</doi><tpages>14</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0024-9033 |
| ispartof | McGill journal of education, 2011, Vol.46 (1), p.41-54 |
| issn | 0024-9033 1916-0666 |
| language | eng |
| recordid | cdi_crossref_primary_10_7202_1005668ar |
| source | Érudit (Freely Accessible); Education Source; Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals; Free E- Journals |
| subjects | Adult Learning Art Education Canada Females Foreign Countries Identification (Psychology) Immigrants Learning Theories Reflection Research Methodology Teacher Education Teachers Teaching Methods Transformative Learning |
| title | Braided Stories and Bricolaged Symbols: Critical reflection and transformative learning theory for teachers |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-09T01%3A25%3A49IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-erudit_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Braided%20Stories%20and%20Bricolaged%20Symbols:%20Critical%20reflection%20and%20transformative%20learning%20theory%20for%20teachers&rft.jtitle=McGill%20journal%20of%20education&rft.au=Brigham,%20Susan%20M.&rft.date=2011&rft.volume=46&rft.issue=1&rft.spage=41&rft.epage=54&rft.pages=41-54&rft.issn=0024-9033&rft.eissn=1916-0666&rft_id=info:doi/10.7202/1005668ar&rft_dat=%3Cerudit_cross%3E1005668ar%3C/erudit_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_id=info:pmid/&rft_eruid=1005668ar&rft_ericid=EJ940564&rfr_iscdi=true |