Learning to Disclose

2017 ◽  
Vol 16 (1) ◽  
pp. 39-57
Author(s):  
Joni Schwartz ◽  
Rebecca Schwartz
Keyword(s):  
Identity Development ◽  
Transformative Learning ◽  
Transformational Learning ◽  
Learning Experience ◽  
Meta Analysis ◽  
Racial Identity Development ◽  
Colonial History ◽  
Social Imagination ◽  
Self Reflection ◽  
Mother And Daughter

This autoethnographic research project examines the transformational learning of a transracial adoptive adult mother and daughter through the lens of postcolonialism. As collaborative researchers, adult adoptee and adoptive mother, examine this lifelong learning experience through critical self-reflection, qualitative meta-analysis, and autoethnographic research methods within the overarching historical and sociopolitical context of Haiti. The findings address the lived complexities of increasingly hybrid families, particularly around the contentious boundaries of race, nationality, and colonial history, as they impact transformational learning. Color blindness and racial identity development for both mother and daughter within their relationship are explored. Implications for adult educators around the use of autoethnography to engage the social imagination and employ disclosure toward transformative learning are discussed.

scholarly journals A Professionalism Curricular Model to Promote Transformative Learning Among Residents

2017 ◽  
Vol 9 (3) ◽  
pp. 351-356 ◽  
Author(s):  
Cecile M. Foshee ◽  
Ali Mehdi ◽  
S. Beth Bierer ◽  
Elias I. Traboulsi ◽  
J. Harry Isaacson ◽  
...  
Keyword(s):  
Transformative Learning ◽  
Learning Community ◽  
Situated Learning ◽  
Transformational Learning ◽  
Self Awareness ◽  
Multiple Perspectives ◽  
Convenience Sample ◽  
Self Reflection ◽  
Internal Medicine Residents ◽  
Curricular Model

ABSTRACT Background Using the frameworks of transformational learning and situated learning theory, we developed a technology-enhanced professionalism curricular model to build a learning community aimed at promoting residents' self-reflection and self-awareness. The RAPR model had 4 components: (1) Recognize: elicit awareness; (2) Appreciate: question assumptions and take multiple perspectives; (3) Practice: try new/changed perspectives; and (4) Reflect: articulate implications of transformed views on future actions. Objective The authors explored the acceptability and practicality of the RAPR model in teaching professionalism in a residency setting, including how residents and faculty perceive the model, how well residents carry out the curricular activities, and whether these activities support transformational learning. Methods A convenience sample of 52 postgraduate years 1 through 3 internal medicine residents participated in the 10-hour curriculum over 4 weeks. A constructivist approach guided the thematic analysis of residents' written reflections, which were a required curricular task. Results A total of 94% (49 of 52) of residents participated in 2 implementation periods (January and March 2015). Findings suggested that RAPR has the potential to foster professionalism transformation in 3 domains: (1) attitudinal, with participants reporting they viewed professionalism in a more positive light and felt more empathetic toward patients; (2) behavioral, with residents indicating their ability to listen to patients increased; and (3) cognitive, with residents indicating the discussions improved their ability to reflect, and this helped them create meaning from experiences. Conclusions Our findings suggest that RAPR offers an acceptable and practical strategy to teach professionalism to residents.

Dialogue Journals and Transformational Learning

2014 ◽  
Vol 5 (1) ◽  
pp. 1-14
Author(s):  
Yolanda Nieves
Keyword(s):  
Community College ◽  
Transformative Learning ◽  
Transformational Learning ◽  
Latino Students ◽  
Developmental Reading ◽  
Learning Experience ◽  
Self Awareness ◽  
Dialogue Journals ◽  
Critical Writing ◽  
Transformational Learning Theory

This article explores how dialogue journals can lead to a transformative learning experience. Adult Latino students enrolled in a community college developmental reading class agree to speak truth to power through this critical writing process. Using Mezirow's(2002) transformational learning theory, Brookfield's (2000) concepts on teaching for critical thinking, and Cranton's (2000) ideas of individuation and strategy for fostering self-awareness in students, the students and professor “talk-back” to each other through dialogue journals. The complexities of discourse, culture, and individuation or resistance to it are revealed.

Brand Stories: Transformative Learning Through Digital Brand Storytelling (DBS)

2020 ◽  
pp. 109804822094851
Author(s):  
Sarah Fischbach ◽  
Veronica Guerrero
Keyword(s):  
Transformative Learning ◽  
Transformational Learning ◽  
Learning Experience ◽  
Brand Attitudes ◽  
Brand Relationships ◽  
Pedagogical Approach ◽  
Transformational Learning Theory ◽  
Personal Brand ◽  
Study Results ◽  
Video Reflection

The purpose of the study is to explore how the digital brand story assignment creates a transformative learning experience for students. This study involves assessing the levels of learning according to Mezirow’s transformational learning theory through the development of digital brand stories. The authors have tested the Digital Brand Storytelling (DBS) video reflection assignment across two universities providing students the opportunity to meaningfully reflect on their brand relationships as part of their own personality. Study results showed that the DBS gives students an increased understanding of how brands influence their personal purchasing habits and increased awareness of the brands they purchase. Results of the study demonstrated that this assignment allows faculty to assess learning in courses where the DBS is applied toward the transformative pedagogical approach. The DBS requires reflection and articulation of personal brand attitudes, perceptions, and consumption behaviors. Guidance for course implementation is provided for educators to modify and implement in their courses.

scholarly journals Exploring Complexities: Multiracial Black Women - Racism, Sexism and Resistance

2021 ◽  
Author(s):  
Shala N. Symonds
Keyword(s):  
Racial Identity ◽  
Black Women ◽  
Identity Development ◽  
Research Question ◽  
Racial Identity Development ◽  
Internalized Racism ◽  
Structured Interviews ◽  
Self Reflection ◽  
Racist Discourse ◽  
Gender Based

This Major Research Paper (MRP) is a qualitative research study which features the narratives of two afro-Canadian women. My aim was to explore the unique experiences of racism and sexism experienced by mixedrace individuals. The research question asks: how do multiracial black women experience, understand, and resist anti-black racism and sexism? Critical Race Feminism (CRF) is the theoretical framework used to analyse participant narratives. This study uses phenomenology as a research method; data is collected through two semi-structured interviews. Five primary themes arose during the interviews: including a) racial identity; b) racism and microaggressions; c) sexism and patriarchal culture; d) internalized racism; and e) self-preservation and resilience. The findings revealed that racial identity development is a subjective, discursive, and complex process that is influenced by community and culture and racialization. Participants’ narratives revealed that experiences with racism frequently take form in subtle yet impactful microaggressions. Sexist microaggressions and patriarchal workplace culture were identified as sources of gender-based marginalization promoting invisibility. Findings revealed that internalized racism is a psychological consequence of subconsciously indoctrinating racist discourse. Self-reflection, dialogue, and community building were revealed to be useful methods for multiracial black women’s self-preservation and remaining resilient in a patriarchal white supremacist settler society.

scholarly journals Exploring Complexities: Multiracial Black Women - Racism, Sexism and Resistance

2021 ◽  
Author(s):  
Shala N. Symonds
Keyword(s):  
Racial Identity ◽  
Black Women ◽  
Identity Development ◽  
Research Question ◽  
Racial Identity Development ◽  
Internalized Racism ◽  
Structured Interviews ◽  
Self Reflection ◽  
Racist Discourse ◽  
Gender Based

This Major Research Paper (MRP) is a qualitative research study which features the narratives of two afro-Canadian women. My aim was to explore the unique experiences of racism and sexism experienced by mixedrace individuals. The research question asks: how do multiracial black women experience, understand, and resist anti-black racism and sexism? Critical Race Feminism (CRF) is the theoretical framework used to analyse participant narratives. This study uses phenomenology as a research method; data is collected through two semi-structured interviews. Five primary themes arose during the interviews: including a) racial identity; b) racism and microaggressions; c) sexism and patriarchal culture; d) internalized racism; and e) self-preservation and resilience. The findings revealed that racial identity development is a subjective, discursive, and complex process that is influenced by community and culture and racialization. Participants’ narratives revealed that experiences with racism frequently take form in subtle yet impactful microaggressions. Sexist microaggressions and patriarchal workplace culture were identified as sources of gender-based marginalization promoting invisibility. Findings revealed that internalized racism is a psychological consequence of subconsciously indoctrinating racist discourse. Self-reflection, dialogue, and community building were revealed to be useful methods for multiracial black women’s self-preservation and remaining resilient in a patriarchal white supremacist settler society.

E-portfolio, a useful tool for reflection and feedback (Preprint)

2019 ◽  
Author(s):  
Rita Rezaee ◽  
Nahid Zarifsanaiey
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Learning Process ◽  
Learning Experience ◽  
Effective Means ◽  
Educational Programs ◽  
Electronic Portfolio ◽  
Medical Sciences ◽  
Educational Settings ◽  
Self Reflection

UNSTRUCTURED Utilizing an electronic portfolio (e-portfolio) is an effective means of enhancing the learning experience in educational settings. In the present study an e-portfolio framework was designed for medical education at Shiraz University of Medical Sciences. The objective was to assess learning progress in a medical course that provides instructor feedback via e-portfolio and promotes self-reflection among the students. The results indicate that using e-portfolio stimulates self-reflection in students and increases their active participation in the learning process. Integrating e-portfolios in educational programs can remarkably improve the academic performance in the fields of medicine and healthcare.

International teleconferences in EGAP courses: preparing students for prospective professional situations

2021 ◽  
Vol 11 (1) ◽  
pp. 15-32
Author(s):  
Anila R. Scott-Monkhouse ◽  
Michal Tal ◽  
Maria Yelenevskaya
Keyword(s):  
Language Learning ◽  
Digital Literacy ◽  
Personal Development ◽  
English Language ◽  
Traditional Approach ◽  
Learning Experience ◽  
Israel Institute ◽  
Self Reflection ◽  
Active Involvement ◽  
Institute Of Technology

Abstract This paper describes a joint programme developed in 2018 by the University of Parma Language Centre (Italy) and the Humanities and Arts Department of the Technion-Israel Institute of Technology. The aim of the project was to involve students of English for General Academic Purposes in delivering presentations to an unfamiliar foreign audience on a topic relevant to their academic interests. The students were required to prepare for the presentation by exploring and personalising the chosen topic so as to be able to explain it to a group which they had had no previous contact with or information about. Through the active involvement of the students in a realistic implementation of their prospective professional use of English, language learning became a holistic experience where a traditional approach to language learning focusing mainly on vocabulary and macro-skills was integrated with a pragmatic approach which addressed the so-called ‘21st-century skills’ (specifically critical thinking, communication, collaboration and digital literacy). The simulation of situations that they are likely to encounter in their professional lives helped students build their confidence, with the whole learning experience carrying both emotional and social implications. This paper offers an insight into the challenges and issues which arose, and ideas for improving the learning experience. We describe the preparation carried out by the teachers at both universities, and the guided and autonomous work carried out by students in the different stages. A post-conference survey triggered the students’ self-reflection in relation to learning and personal development. The survey was also valuable for the teachers regarding reassessment of teaching strategies and preparation for future joint projects.

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