Using the Graphic Narrative to Stimulate Mezirow's Transformative Learning Theory in Learners

Autor/inn/en	Tedford, Keith; Kitchenham, Andrew D.
Titel	Using the Graphic Narrative to Stimulate Mezirow's Transformative Learning Theory in Learners
Quelle	In: Journal of Transformative Education, 19 (2021) 4, S.445-458 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-3446
DOI	10.1177/15413446211045174
Schlagwörter	Transformative Learning; Learning Theories; Case Studies; Action Research; Novels; Cartoons; Autobiographies; Civil Rights; Discussion (Teaching Technique); Journal Writing; Undergraduate Students; Foreign Countries; Student Attitudes; Student Evaluation; Evaluation Methods; Metacognition; Activism; Racial Bias; Canada + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Learning theory; Lerntheorie; Case study; Fallstudie; Case Study; Projektforschung; Novel; Roman; Zeichentrickfilm; Autobiography; Autobiografie; Autobiographie; Bürgerrechte; Grundrechte; Zivilrecht; Zeitschriftenaufsatz; Ausland; Schülerverhalten; Schulnote; Studentische Bewertung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Aktivismus; Politischer Protest; Racial discrimination; Rassismus; Kanada
Abstract	This article describes a bounded action research case study that examines how reading and discussing a graphic narrative (March Book Two, a comic autobiography of John Lewis's life as a civil rights activist) enabled transformations in a group of seven adult student participants at a Canadian postsecondary institution. Data primarily gathered from photocopies of student work, including reflective journal entries, postsemester interviews, and the primary researcher's daily reflexive and reflective research journal entries, were evaluated with Kitchenham and Chasteauneuf's framework of assessing transformative learning with critical reflection types such as objective and subjective reframing of assumptions. The authors found that both the participants and the primary researcher engaged in a number of shifts, including engaging in systemic critical self-reflection of and on assumptions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01