scholarly journals Transitional Writing and "Third Space" Learning: Professional Writing Students and the Work Experience

1969 ◽  
Vol 23 (1) ◽  
Author(s):  
Diana Wegner
Keyword(s):  
Transformative Learning ◽  
Learning Community ◽  
Activity Theory ◽  
Work Experience ◽  
Third Space ◽  
Weak Links ◽  
Professional Writing ◽  
Long Term Study ◽  
Writing Students ◽  
Problem Solve

This paper is based on a long-term study of professional writing students in an internship, "work experience" course. Building upon work theorizing the problematic gap between classroom instruction and workplace practice, this study extends analysis to explore the role of transitional pedagogy in the learning dynamics that populate the "space between" the classroom and the workplace. It shows how students use both their acquired strategic resourcefulness and tools such as transitionally located scaffolding structures to facilitate workplace participation. The analysis is framed largely by learning community theory and activity theory, with emphasis on the concepts of developmental transfer and consequential transition, which prove productive for elucidating the nature of transformative learning and for assessing the effects of transitional pedagogy. I examine both conventional on-site work placements and the additional challenges that off-site internships present. The evidence here suggests that an effective transitional writing pedagogy should aim to create a transitional community of practice, a "back region" or "third space" where students and mentors can problem-solve and share resources. Findings support recent elaborations of activity theory in contexts of transitional learning and educational reform, and reinforce the need to strengthen weak links in school-employer work experience collaborations.Key words: internship, learning community, activity theory, developmental transfer

Constructions of Banksy

2014 ◽  
pp. 62-76
Author(s):  
Cheri Lemieux Spiegel
Keyword(s):  
Social Media ◽  
Activity Theory ◽  
Network Theory ◽  
Actor Network Theory ◽  
Public Domain ◽  
Professional Writing ◽  
Actor Network ◽  
The Public ◽  
Great Relevance ◽  
Digital Spaces

This chapter examines how multiple, often competing, identities of the street artist Banksy are constructed through a variety of media. It uses actor network theory and activity theory to trace and analyze the contexts, or networks, wherein Bansky’s identity is constructed. Banksy’s identity is of particular interest because he is an anonymous figure, and he actively abstains from social media. This examination of how he is constructed online sheds light on the agency that individuals have in constructing their identity in digital spaces. The insight from this investigation should be of great relevance for all professionals as they consider the non-professional writing they do, or chose not to do, beyond their office walls, within the public domain.

Constructions of Banksy

2015 ◽  
pp. 1827-1841
Author(s):  
Cheri Lemieux Spiegel
Keyword(s):  
Social Media ◽  
Activity Theory ◽  
Network Theory ◽  
Actor Network Theory ◽  
Public Domain ◽  
Professional Writing ◽  
Actor Network ◽  
The Public ◽  
Great Relevance ◽  
Digital Spaces

This chapter examines how multiple, often competing, identities of the street artist Banksy are constructed through a variety of media. It uses actor network theory and activity theory to trace and analyze the contexts, or networks, wherein Bansky's identity is constructed. Banksy's identity is of particular interest because he is an anonymous figure, and he actively abstains from social media. This examination of how he is constructed online sheds light on the agency that individuals have in constructing their identity in digital spaces. The insight from this investigation should be of great relevance for all professionals as they consider the non-professional writing they do, or chose not to do, beyond their office walls, within the public domain.

scholarly journals Transforming Agency and Structure for Facilitating Pro-Poor Governance in Community Forestry

2009 ◽  
Vol 5 (1) ◽  
pp. 22-33 ◽  
Author(s):  
Mani Ram Banjade ◽  
Netra Prasad Timsina ◽  
Hari Raj Neupane ◽  
Kamal Bhandari ◽  
Tara Bhattarai ◽  
...  
Keyword(s):  
Transformative Learning ◽  
Learning Community ◽  
Community Forestry ◽  
Social Structures ◽  
Community Forest ◽  
User Groups ◽  
Community Forest User Groups ◽  
The Hill ◽  
Agency And Structure ◽  
Forest User

Nepali society is differentiated by hierarchical and discriminatory social structures struggling for transformation. This culture is also reflected in the practices of Community Forestry. Community Forestry is expected to contribute to improved livelihoods within communities through forest management, ensuring social justice through the provision of better spaces and positions to poor and disadvantaged groups. Based on the lessons of nine Community Forest User Groups of seven districts of the hill and Terai regions of Nepal, we propose a more inclusive and interactive process, known as ‘Social and Transformative Learning' or ‘Action and Learning', which has greater ability to transform both agency and structure to ensure deliberative and pro-poor governance. Key words: agency and structure, pro-poor governance, transformative learning, community forestry doi: 10.3126/jfl.v5i1.1978 Journal of Forest and Livelihood 5(1) February, 2006 pp.22-33

scholarly journals "MIND THE GAP": THE TRANSFORMATIVE LEARNING PROCESS OF SECOND LANGUAGE PRACTITIONERS WHEN BECOMING SCHOLARS

2021 ◽  
Author(s):  
Dana Kaplan ◽  
◽  
Maya Wizel ◽  
Keyword(s):  
Graduate Students ◽  
Transformative Learning ◽  
Learning Community ◽  
Language Teachers ◽  
Independent Learning ◽  
Academic Socialization ◽  
Ongoing Research ◽  
Academic Field ◽  
Introductory Course ◽  
Self Image

This paper is about transformations from knowing to not-knowing and from doing to becoming. The paper’s focus is an ongoing research project on a new Doctorate program in Modern Languages studies (DML) and the process that the students in this program undergo when transitioning from being practitioners to becoming novice scholars. This program is part of a conscious effort to create an academic field whereby scholarly and professional types of knowledge are organically co-produced and this interlaced knowledge is expected to fertilize practitioners’ professional practices. The program’s graduate students are mostly in their mid-career and are motivated to pursue their DML studies for multiple reasons. The necessity of developing a study plan that can foster their transition from practitioners to scholars and help them develop a researcher identity became evident early on. Students were expected to quickly re-adjust their self-image as future theorizers who could carry out independent research and produce original scholarship. While the challenges mentioned above are not unique to this specific doctorate program and are well documented in the extensive scholarship on doctorate students’ education, fewer studies have addressed the particular challenges faculty and students face as part of the latter’s transition from practitioners to graduate students and novice researchers. Therefore, we ask, what accounts for a successful process of supporting language teachers in becoming novice researchers? Our aim is twofold: first, to detail our pedagogical rationale, dilemmas we faced, and the solutions we carved out; and secondly, to contribute to a nascent discussion on doctorate students’ training and academic socialization in applied disciplines. Using Mezirow’s adult learning theory of Transformative Learning, we describe the challenge of designing a process of academic socialization that can support adult learners’ development and shift in perceptions, skills, and actions. During the first four cohorts of the program, in an introductory course, “Research Foundations,” we faced dilemmas regarding reading materials and teaching activities, and collected students' reflections and communications with us, the course professors. Accordingly, the paper explicitly emphasizes our efforts to actively foster a culture of independent learning and a productive learning community by introducing new knowledge and skills. The paper can benefit instructors who design and lead graduate programs for practitioners in any field of practice.

Education for Liberation

2011 ◽  
pp. 198-231
Author(s):  
M. Fragaki ◽  
A. Lionarakis
Keyword(s):  
Human Rights ◽  
Transformative Learning ◽  
Learning Community ◽  
Information And Communication Technologies ◽  
Cognitive Abilities ◽  
Educational Practice ◽  
Communication Technologies ◽  
Community Of Learners ◽  
The Everyday ◽  
Information And Communication

This particular proposal presents a Transformative Polymorphic Model for training, researching and teaching, a learning community of educators, which involves the integration of Information and Communication Technologies (ICTs) into the educational practice. It refers to ideas of justice, applied to an entire online society, based on not only giving digital individuals and groups’ fair action, but also sharing the benefits of free online society. It promotes transformative learning by way of emancipator education that fosters the human rights and equity that manifest in the everyday digital lives of people, from every level of online society. It consists in a learning environment that facilitates development of higher order cognitive abilities and it promotes a critical community of learners, where both reflection and discourse facilitate the construction of personally meaningful and socially valid knowledge and guides decision and action.

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.

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