Should education be transformative?

Yacek, Douglas W.

doi:10.1080/03057240.2019.1589434

Cited by 23 publications

(12 citation statements)

References 37 publications

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“…As another implication, comparable with study by Yacek (2020), this study identifies that the term transformative education has become commonplace within the educational research community in Nepal, and it has great potentialities for transforming education. However, sustaining transformative education requires deep psychological restructuring on the part of both educators and students.…”

Section: Discussionsupporting

confidence: 58%

Holistic orientation in education: Transformative art of including, connecting and balancing

Ojha¹

2020

Journal of Transformative Praxis

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This study explores holistic orientation in education reflecting on practice-based accounts of educators with emerging pedagogical insights and implication conceptualized within transformative learning theory. Similarly, this study explores holistic orientation in education with a reflective praxis that advances collaborative self-narrative research incorporating personal reflections of educators seeking to nurture transformed ways of including, connecting and balancing in their pedagogical practices. In this study, educators with holistic orientations place emphasis on inner lives, balance, exploring dynamics of interconnections, trustful and authentic relationships, dialogues, concern and care as transformative initiatives in their pedagogical practices. Based on the guiding metaphor that what you see depends upon how you look, this article offers both descriptive and reflective insights into pedagogical reflections of educators that exemplify holistic orientations as a practical implication for transformative learning. The findings of this article indicate holistic orientations in education as a resonance educators experience and explore between why they teach and how they teach. More importantly, together with further implications for transformative research and education policy, this study aims to recreate possibilities for transforming educational practices with transformed ways of being, balancing, and relating of educators.

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Section: Discussionsupporting

confidence: 58%

Holistic orientation in education: Transformative art of including, connecting and balancing

Ojha¹

2020

Journal of Transformative Praxis

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“…Spiritual leaders have ethics and principles, feel love for their employees and value them (Bozkuş & Gündüz, 2015;Keyes et al, 1999), stimulate the attachment between them, create common values (Akıncı & Ekşi, 2017;Fairholm, 1996;Sanders et al, 2003), trust the employees, motivate them to trust each other, and they themselves are internally motivated (Fry et al, 2005;Law, 2008;Mitroff & Denton, 1999). They reflect change and transformation to their environment starting with themselves and act as leaders using values that bridge between the minds and hearts of the employees (Bozkuş & Gündüz, 2015;Covey, 2005;Douglas, 2019;Pfeffer, 2003).…”

Section: Spiritual Leadershipmentioning

confidence: 99%

Effect Size of Spiritual Leadership: In the Process of School Culture and Academic Success

et al. 2020

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The basic objective of this study is to examine whether there is a relationship between spiritual leadership, school culture, and academic success. The data were collected by mixed method from teachers working in seven high schools and five achievement low level high schools in Şanlıurfa in 2018. The data obtained from the teachers were analyzed using quantitative and qualitative methods. The conducted analyses revealed two important results. First, it can be claimed that as spiritual leadership perception of teachers increase, so does their school culture perception. The second result is the impact of both spiritual leadership and school culture on academic success. Therefore, the impact of spiritual leadership and school culture on two variables (high success, low success) has been examined separately. As the spiritual leadership and school culture perception of teachers increase, so does academic success.

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“…To pursue a more nuanced view, we can say with Yacek (2020) that there is an illogicality in asking learners to consent to transformation, the nature of which they cannot know in advance for that is the very essence of transformation. Transformation involves risk and Yacek suggests that, although the risk cannot be eradicated, there is a way of "buffering the transformative education environment" (p. 269), which involves transcending the relationships of the classroom-and the sole responsibilities of the individual teacher-by including a wider community.…”

Section: Informed Consent?mentioning

confidence: 99%

Ethical Issues in Teaching for Intercultural Citizenship in World/Foreign Language Education

2020

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I t is the end of year fair at a primary school in Argentina and fifth and sixth graders are distributing leaflets they have created in their English lessons. The message on one of the posters, written in English, Spanish and Danish, is "Sorting waste is taking care of the environment. We help you, will you help us?" As guests arrive at the school, they see a banner hung across the street with this same message in Spanish. Children tell the community about the results of the project they have been working on with Danish children. They have taken their learning in the English lessons beyond the classroom: they went to a local square, accompanied by parents, and recorded a song on video about the theme, which they shared on Facebook. They

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Should education be transformative?

Cited by 23 publications

References 37 publications

Holistic orientation in education: Transformative art of including, connecting and balancing

Holistic orientation in education: Transformative art of including, connecting and balancing

Effect Size of Spiritual Leadership: In the Process of School Culture and Academic Success

Ethical Issues in Teaching for Intercultural Citizenship in World/Foreign Language Education

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