Enacting Critical Learning: Power, Politics and Emotions at Work

Autor/inn/en	Trehan, Kiran; Rigg, Clare
Titel	Enacting Critical Learning: Power, Politics and Emotions at Work
Quelle	In: Studies in Higher Education, 40 (2015) 5, S.791-805 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2013.842208
Schlagwörter	Experiential Learning; Theory Practice Relationship; Concept Formation; Program Descriptions; Learning Processes; Ethnography; Politics of Education; Antisocial Behavior; Cultural Differences; Group Dynamics; Resistance (Psychology); Facilitators (Individuals); Learning Theories; Foreign Countries; Masters Programs; United Kingdom + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Theorie-Praxis-Beziehung; Concept learning; Begriffsbildung; Learning process; Lernprozess; Ethnografie; Educational policy; Bildungspolitik; Kultureller Unterschied; Gruppendynamik; Resistenz; Learning theory; Lerntheorie; Ausland; Magister course; Magisterstudiengang; Großbritannien
Abstract	This article seeks to develop the understanding of critical action learning (CAL) and to make a contribution to its theory and practice. The article begins by conceptualising critical action learning and builds on the work of Revans (1982) to stimulate fresh thinking. It provides a different calibration of his coupling of action and learning. An account of the research approach and methods is then provided. The findings demonstrate how CAL enriches the learning process by recognising the centrality of emotional and power relations. The aims of the article are to illuminate how CAL can be enacted and to address the gap that occurs where much of the work in this area operates on a theoretical plane but is often limited on practical guidance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01