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Fewster, Russell; West, Brad – Research in Drama Education, 2023
Self@arts is a performing arts programme delivered to Australian Defence Force personnel undergoing rehabilitation for physical and/or psychological injuries. In contrast to the cognitive emphasis within the dominant therapeutic arts model, self@arts provides participants with agency for re-narrating the self through a transformative, ritual…
Descriptors: Drama, Theater Arts, Military Personnel, Rehabilitation
Saiter, Sean M. Avila – ProQuest LLC, 2012
This phenomenological inquiry into the felt experience of participatory sense-making and collaborative presence in small groups explores where and when a common field of resonance is generated among individuals. The experience is named "participatory reality constitution" (PRC). Nine co-participants who met criteria of having experienced…
Descriptors: Interviews, Phenomenology, Group Dynamics, Educational Experience
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Kalantzis, Mary; Cope, Bill – Open Review of Educational Research, 2016
This paper explores the complex and shifting dimensions of the social, cultural and bodily differences that impact on learners and their learning. Our theoretical argument proceeds in five stages. First, we build a typology of terms used to classify demographic differences for the purposes of designing, implementing and evaluating the…
Descriptors: Learning Theories, Theory Practice Relationship, Cultural Differences, Social Differences
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Jurow, A. Susan – Journal of Teacher Education, 2009
In this study, the author combines insights from ethnography and discourse analysis to examine how a model of selfhood was cultivated through the social practices of a transformative professional development program for urban public school leaders. Participants were introduced to the notion of an inner self that is knowing, vulnerable, and…
Descriptors: Ethnography, Discourse Analysis, Professional Development, Transformative Learning
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Torosyan, Roben – Journal of Creativity in Mental Health, 2008
This article provides a first-person account of a training program in group dynamics. It is deliberately written in the first-person to capture the highly personal nature of group dynamic analysis. Proceeding through an intensive account of six days of T-groups, module facilitation, and facilitator feedback sessions, the author examines painful…
Descriptors: Group Dynamics, Feedback (Response), Interpersonal Relationship, Reflection
Taylor, Edward W. – 2000
The practice of fostering transformative learning was reviewed from an empirical perspective. In the literature, much support was found for Mezirow's ideals for promoting rational discourse and critical reflection, two of the three interrelated components he identified as central to the process of fostering transformational learning. Other factors…
Descriptors: Adult Education, Critical Thinking, Experiential Learning, Group Dynamics