Models of Transformative Learning for Social Justice: Comparative Case Studies of Non-Formal Development Education in Britain and Spain

Autor/in	Brown, Eleanor J.
Titel	Models of Transformative Learning for Social Justice: Comparative Case Studies of Non-Formal Development Education in Britain and Spain
Quelle	In: Compare: A Journal of Comparative and International Education, 45 (2015) 1, S.141-162 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2013.841469
Schlagwörter	Foreign Countries; Transformative Learning; Critical Thinking; Comparative Education; Social Justice; Case Studies; Informal Education; Teaching Methods; Guidelines; Educational Opportunities; Interviews; Teacher Attitudes; Nonprofit Organizations; Qualitative Research; Spain; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Pädagogische Transformation; Kritisches Denken; Vergleichende Erziehungswissenschaft; Soziale Gerechtigkeit; Case study; Fallstudie; Case Study; Informelle Bildung; Nichtformale Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Richtlinien; Bildungsangebot; Bildungschance; Interviewing; Interviewtechnik; Lehrerverhalten; Nonprofit-Organisation; Qualitative Forschung; Spanien; Großbritannien
Abstract	This paper presents comparative case studies of non-formal development education by non-profit organisations in two European countries. The study aimed to explore the extent to which such activities provide opportunities for transformative learning. The research was qualitative and began with interviews with educators across 14 organisations in Britain and Spain. Case studies were then identified, purposefully selecting interesting non-formal activities. This paper presents four activities and analyses their potential for transformative learning, drawing together ideas from the literature and the cross-case analysis of the perspectives of development education practitioners. By using the framework of transformative learning pedagogies, this research can inform non-formal education with aims regarding social justice in a range of contexts. It is argued that while there are scarce opportunities for sustained non-formal development education, these cases contribute to knowledge by providing examples of how participative methodologies can generate critical thinking and thus offer learning opportunities that are transformational. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10