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Download full textRoss, Sabrina N. – International Journal for the Scholarship of Teaching and Learning, 2013
Building on the Piagetian concept of disequilibrium (i.e., cognitive conflict) and empirical research documenting relationships between cognitive conflict and transformative learning, this article explores the influence of facilitated conflict (i.e., intentional efforts by the instructor to help students reflect on and work through the intergroup…
Descriptors: Conflict, Outcomes of Education, Multicultural Education, Transformative Learning
