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dc.contributor.authorBrooks, Ann K. ( )
dc.contributor.authorEdwards, Kathleen ( )
dc.date.accessioned2020-01-27T18:34:22Z
dc.date.available2020-01-27T18:34:22Z
dc.date.issued1997
dc.identifier.citationBrooks, A. K., & Edwards, K. (1997). Narratives of women's sexual identity development: A collaborative inquiry with implications for rewriting transformative learning theory. Adult Education Research Conference.en_US
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/9285
dc.description.abstractTransformative learning theory has attended primarily to cognition and our capacity to understand experience in terms of increasingly inclusive, discriminating, permeable, and integrative perspectives (Mezirow, 1991). However, it does not allow for an understanding of the intersubjective nature of meaningmaking, nor does it address the workings of oppression or how learning occurs in relation to oppression. Thus, the purpose of this paper is to rewrite transformative learning to allow us to theorize the integration of the individual with the sociohistorical and to enable the understanding of the relationship between individuals and social change.en_US
dc.formatText
dc.format.extent6 pages
dc.format.medium1 file (.pdf)
dc.language.isoen_USen_US
dc.publisherNew Prairie Pressen_US
dc.sourceAdult Education Research Conference, 1997, Stillwater, Oklahoma, United States.
dc.source.urihttps://newprairiepress.org/aerc/1997/papers/7/
dc.titleNarratives of Women's Sexual Identity Development: A Collaborative Inquiry with Implications for Rewriting Transformative Learning Theoryen_US
txstate.documenttypeArticle
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License.
txstate.departmentCounseling, Leadership, Adult Education, and School Psychology


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