Being-in-the-World Nonviolently: Perspectives of Formerly Incarcerated Participants on Transformative Pedagogy for Nonviolence

Autor/in	McEady, Betty Jean
Titel	Being-in-the-World Nonviolently: Perspectives of Formerly Incarcerated Participants on Transformative Pedagogy for Nonviolence
Quelle	(2018), (322 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Pacifica Graduate Institute
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3557-8000-0
Schlagwörter	Hochschulschrift; Dissertation; Violence; Transformative Learning; Teaching Methods; Learning Experience; Institutionalized Persons; Workshops; Correctional Institutions; Phenomenology; Qualitative Research; Humanism; Interpersonal Communication; Caring + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Gewalt; Pädagogische Transformation; Teaching method; Lehrmethode; Unterrichtsmethode; Lernerfahrung; Lernwerkstatt; Schulung; Jugendstrafvollzug; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Humanismus; Interpersonale Kommunikation; Care; Pflege; Sorge; Betreuung
Abstract	The purpose of this research was to investigate the transformative learning experiences of formerly incarcerated participants in The Alternatives to Violence Project (AVP), a three-level experiential training program in nonviolent conflict resolution. It explores participants' interpretation of changes in their mindsets about violence and nonviolence following intensive training in AVP transformative and constructionist pedagogies while incarcerated, and following their own experiences as facilitators in AVP as formerly incarcerated individuals. Given that the six participants in this study--five males and one female--continued to facilitate AVP workshops after their release from prison, the research questions inquired about their transformative learning experiences before and after prison. This phenomenological qualitative design elicited the lived meanings of participants' personal transformational experiences as well as their perceptions of specific AVP pedagogies that transformed their views about being-in-the-world nonviolently. Analysis of data revealed AVP to be psychologically transformative and liberatory. From the data emerged 16 primary themes depicting forms of AVP pedagogy that transform. Despite the regimented and oftentimes violent prison context, the experiential and humanistic character of AVP served as a trustworthy container in which transformation could occur through interpersonal communication skills, nonjudgmental sharing, relational caring, affirmation of self and others, egalitarian and heterarchical relations between learners and facilitators, love and community. The results of this study support the psychologically liberating character of AVP, and thus the need for its expansion to prisons and various community contexts across this nation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01