Abstracts
Abstract
In this paper I make the case that transformative learning theory, a specific adult learning theory, and an arts-informed research method have important value for teacher professional practice and teacher education. I refer to two phases of a study involving women who have immigrated to Maritime Canada and were teachers in their countries of origin. I illustrate a process through which participants can weave multiple perspectives, unpack constructed realities, and become more reflective about their teacher identity and teaching practice.
Résumé
Par le biais de cet article, je démontre que la théorie de l’apprentissage par transformation, une théorie de l’apprentissage associée aux clientèles adultes et une méthodologie de recherche axée sur les arts, se révèle d’une valeur cruciale pour la pratique professionnelle des enseignants ainsi que la formation des maîtres. Pour ce faire, je fais référence aux deux phases d’une étude impliquant des femmes enseignantes dans leur pays d’origine et ayant immigré dans la région canadienne des Maritimes. J’illustre le processus au cours duquel les participantes peuvent développer de multiples perspectives, déconstruire leur perception de la réalité et devenir davantage réfléchies quant à leur identité et leur pratique enseignantes.
Download the article in PDF to read it.
Download
Appendices
Acknowledgements
I acknowledge with appreciation the women who participated in this study. I also acknowledge the funding for this research: the Social Sciences and Humanities Research Council (SSHRC) and the Gender, Migration, Diversity/Immigrant Women Research Domain/ Atlantic Metropolis Centre of Excellence/SSHRC.
Biographical note
SUSAN M. BRIGHAM is an associate professor in the Faculty of Education at Mount Saint Vincent University. Before becoming a professor of adult education, Susan began her career as a schoolteacher in Ireland, Kuwait, and then Canada. Her research interests include adult education/lifelong learning, international migration of women, diversity issues and teacher education.
Bibliography
- Abu-Lughod, L. (1993). Writing women’s worlds: Bedouin stories. Berkeley: University of California Press.
- Barone, T., & Eisner, E. W. (1997). Arts-based educational research. In M. Jaeger (Ed.), Complementary methods for research in education (2nd ed., pp. 73-116). Washington, DC: American Educational Research Association.
- Brigham, S. (in press). Internationally educated female teachers’ transformative lifelong learning experiences: Rethinking the immigrant experience through an arts-informed group process. Journal of Adult and Continuing Education, 17 (2).
- Brigham, S. & Walsh, S. (2011). Having voice, being heard, and being silent: Internationally educated teachers’ representations of “immigrant women” in an arts-informed research study in Nova Scotia (pp. 209-234). In E. Tastsoglou & P. S. Jaya (Eds.) Immigrant Women in Atlantic Canada: Challenges, negotiations and re-constructions. Canadian Scholars/ Women’s Press.
- Brown, N., Morehead, P. & Smith, J. (2008). But I love children: Changing elementary teacher candidates’ conceptions of the qualities of effective teachers. Teacher Education Quarterly, Winter, 169-183.
- Butterwick, S., & Selman, J. (2002). Deep listening in a feminist popular theatre project: Unsettling the position of audience in participatory education. Adult Education Quarterly, 54(1), 7-22.
- Clover, D. E. (2000). Community arts as environmental adult education and activism. Convergence, 33(3), 19-31.
- Clover, D. E. (2006). Cultural and anti-racism adult education: An exploration of the contributions of arts-based learning. Adult Education Quarterly, 51(1), 46-61.
- Clover, D. E., Stalker, J., & McGauley, L. (2004). Feminist popular education and community arts/crafts: The case of new directions. In D. E. Clover (Ed), Adult education for democracy, social justice and a culture of peace: Proceedings of the Joint Adult Education Research Conference and the conference of the Canadian Association for the Study of Adult Education (pp. 131-135). Victoria, Canada: University of Victoria.
- Collins, P. (2003). Storying self and others: The construction of narrative identity. Journal of Language and Politics, 2(2), 243-264.
- Cranton, P. (2002). Teaching for transformation. In J. Ross-Gordon (Ed.), Contemporary viewpoints on teaching adults effectively. New Directions for adult and continuing education, (93), (pp. 63-71). San Francisco: Jossey-Bass.
- Diamond, C. & Mullen, C. (1999). The postmodern educator: Arts-based inquiries and teacher development. New York: Peter Lang.
- Dirkx, J. (2001). The power of feelings: Emotion, imagination, and the construction of meaning in adult learning. In S.B. Merriam (Ed.), The new update on adult learning theory. New Directions for adult and continuing education, (89), (pp. 63-72). San Francisco: Jossey-Bass.
- Fels, L. (1999). In the wind clothes dance on a line: Performative inquiry as a research methodology. Unpublished doctoral thesis, University of British Columbia, Vancouver, British Columbia, Canada.
- Grace, A., & Wells, K. (2005). Out is in: Arts-informed community-based approach to social and cultural learning by and for queer young adults. In S. Mojab (Ed.), Conference proceedings of the Canadian Association for the Study of Adult Education (pp.112-118). London: University of Western Ontario.
- Hill, W. (2002). Learning: A survey of psychological interpretations (7th ed). Needham Heights, MA: Allyn & Bacon.
- Lange, E. (2004). Transformative and restorative learning: A vital dialectic for sustainable societies. Adult Education Quarterly, 54 (2), 121-139.
- Leitch, R. (2006). Limitations of language: Developing arts-based creative narrative in stories of teacher identities. Teachers and Teaching: Theory and practice, 12(5), 549-569.
- Maslow, A. (1970). Motivations and personality (2nd ed). New York: HarperCollins.
- Merriam, S., Caffarella, R. & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide. (3rd ed.). San Francisco: John Wiley & Son.
- Mezirow, J. (1978). Perspective transformation. Adult Education, 28 (2), 100 – 109.
- Mezirow, J. (1995). Transformation theory of adult learning. In M.R. Welton (Ed.), In defense of the lifeworld (pp. 39-70). New York: State University of New York Press.
- Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformation theory. In J. Mezirow (Ed.) and Associates, Learning as transformation: Critical perspectives on a theory in progress (pp. 3-33). San Francisco: Jossey-Bass.
- Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education. 1, 16-37.
- Mwebi, B. & Brigham, S. (2009). Preparing North American pre-service teachers for global perspectives: An international teaching practicum experience in Africa. Alberta Journal of Education 55 (3), 415-428.
- Rogers, C. (1983). Freedom to learn from the 80s. Columbus, OH: Merrill.
- Scott, S. (2006). A way of seeing: Transformation for a new century. In T. Fenwick, T. Nesbit, & B. Spencer (Eds.). Contexts of Adult Education: Canadian Perspectives (pp. 153-163). Toronto: Thompson.
- Taylor, E. (2000). Analyzing research on transformative learning theory. In J. Mezirow (Ed.) and Associates, Learning as transformation: Critical perspectives on a theory in progress (pp. 285-328). San Francisco: Jossey-Bass.
- Telles, J. (2006). Arts-based educational research: thinking teacher education as an aesthetic experience. Educação e Pesquisa, São Paulo, 32(3), 509-530.
- Van Woerkom, M. (2010). Critical reflection as a rationalistic idea. Adult Education Quarterly, 60(4), 339-356.
- Walsh, S. (2003). Experiences of fear and pain in teaching: A collaborative arts-based inquiry. In A. Clarke & G. Erickson (Eds.), Teacher inquiry: Living the research in everyday practice (pp. 164-178). London: RoutledgeFalmer.
- Walsh, S. & Brigham, S., with members of the Women, Diversity, and Teaching Group (2007). Internationally educated female teachers who have immigrated to Nova Scotia: A research/performance text. International Journal of Qualitative Methods,6 (3), 1-28.
- Weiler, K. (1988). Women teaching for change: Gender, class and power. New York: Bergin & Garvey.
Appendices
Note biographique
SUSAN M. BRIGHAM est professeur associée à la Faculté des sciences de l’éducation de l’Université Mount Saint Vincent. Susan a débuté sa carrière comme enseignante en Irlande, au Koweït puis au Canada, avant de devenir professeur spécialisée dans l’éducation des adultes. Ses intérêts de recherche englobent l’éducation des adultes/la formation continue, les flots migratoires internationaux des femmes, les questions liées à la diversité et l’éducation des maîtres.