From Freire to Feminism: The North American Experience with Critical Pedagogy

Cunningham, Phyllis M.

doi:10.1177/074171369204200306

Cited by 53 publications

(23 citation statements)

References 2 publications

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“…Yet there is considerably less literature on student-led campus activism, specifically their relationships to broader environmental and sustainability social movements and how their work for change brings about positive effects in adult and higher education. We agree with Cunningham (1992) that activists, in this case student activists, are some of the least studied and most underappreciated nonformal adult educators in North America. This is curious since student activists are ideally located within both environmental movements and formal educational institutions, thereby bridging education and action.…”

Section: Student Environmental Activism For Campus Sustainability: Nosupporting

confidence: 70%

Critical environmental adult education in Canada: Student environmental activism

Lange

Chubb

2009

New Dir Adult Contin Educ

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Section: Student Environmental Activism For Campus Sustainability: Nosupporting

confidence: 70%

Critical environmental adult education in Canada: Student environmental activism

Lange

Chubb

2009

New Dir Adult Contin Educ

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“…However, learning can further empower disenfranchised individuals by raising their consciousness, increasing their understanding of their oppression and the structural forces affecting them, and providing mechanisms through which they can work collectively for social justice. This type of learning is also referred to as popular education (Cunningham, 1992) or transformative learning (Cunningham, 1998), and places individuals and their experiences in the center of their own learning, as subjects (rather than objects) of their learning (Freire, 1998).…”

Section: Rationale For Learning Componentmentioning

confidence: 99%

Effectiveness of a Community-Based Advocacy and Learning Program for Hmong Refugees

Goodkind

2005

American Journal of Community Psychology

116

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The effectiveness of a community-based advocacy and learning intervention for Hmong refugees was assessed using a comprehensive, multi-method strategy, which included a within-group longitudinal design with four data collection points and in-depth qualitative recruitment and post-intervention interviews. The intervention's impact on five aspects of refugee well-being was examined: Participants' psychological well-being, quality of life, access to resources, English proficiency, and knowledge for the U.S. citizenship exam. Twenty-eight Hmong adults and 27 undergraduate students participated together in the intervention, which had two major components: (1) Learning Circles, which involved cultural exchange and one-on-one learning opportunities for Hmong adults, and (2) an advocacy component that involved undergraduates advocating for and transferring advocacy skills to Hmong families to increase their access to resources in their communities. Undergraduate paraprofessionals and Hmong participants worked together for 6-8 hr per week for 6 months. Growth trajectory analysis revealed promising quantitative findings. Participants' quality of life, satisfaction with resources, English proficiency, and knowledge for the U.S. citizenship test increased and their levels of distress decreased over the course of the intervention. Mediating analyses suggested that participants' increased quality of life could be explained by their improved satisfaction with resources. Qualitative data helped to support and explain the quantitative data, as well as providing insight into other outcomes and processes of the intervention. Policy, practice, and research implications are discussed.

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“…TRANSFORMATIVE LEARNING THEORY This paper extends from a different perspective what was initiated by earlier critiques of transformative learning theory (Ekpenyong 1990, Clark and Wilson 1991, Cunningham 1992, Newman 1996, Tennant 1993, that of its over-reliance on critical reflection and rationality.…”

Section: Introductionmentioning

confidence: 81%

Transformative learning theory: a neurobiological perspective of the role of emotions and unconscious ways of knowing

Taylor¹

2001

International Journal of Lifelong Education

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Transformative learning as explained by Mezirow in the field of adult education has been criticized as a process that is overly dependent on critical reflection, such that it minimizes the role of feelings and overlooks transformation through the unconscious development of thoughts and actions. This paper further substantiates these concerns by exploring the emotional nature of rationality and unconscious ways of knowing (implicit memory) from the field of neurobiology and psychology and offers a physiological explanation of the interdependent relationship of emotion and reason and the role of implicit memory in transformative learning theory. Recent research not only provides support that emotions can affect the processes of reason, but more importantly, emotions have been found to be indispensable for rationality to occur. Furthermore, brain research brings to light new insights about a form of long-term memory that has long been overlooked, that of implicit memory, which receives, stores, and recovers outside the conscious awareness of the individual. From implicit memory emerges habits, attitudes and preferences inaccessible to conscious recollection but these are nonetheless shapes by former events, influence our present behaviour, and are an essential part of who we are. Finally, based on these new insights for fostering transformative learning is discussed, revealing the need to include practices inclusive of 'other ways of knowing,' and more specifically, from the study of emotional literacy and multiple intelligences.

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From Freire to Feminism: The North American Experience with Critical Pedagogy

Cited by 53 publications

References 2 publications

Critical environmental adult education in Canada: Student environmental activism

Critical environmental adult education in Canada: Student environmental activism

Effectiveness of a Community-Based Advocacy and Learning Program for Hmong Refugees

Transformative learning theory: a neurobiological perspective of the role of emotions and unconscious ways of knowing

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