School as a Site of Transformative Adult Learning: Parents' Experiences of Polish Democratic Schools

Autor/in	Gawlicz, Katarzyna
Titel	School as a Site of Transformative Adult Learning: Parents' Experiences of Polish Democratic Schools
Quelle	In: Critical Studies in Education, 64 (2023) 1, S.35-50 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gawlicz, Katarzyna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2021.1957964
Schlagwörter	Transformative Learning; Parent Attitudes; Parenting Styles; Social Change; Parent Child Relationship; Learning Processes; Informal Education; Learning Theories; Self Concept; Educational Philosophy; Democracy; Social Values; Foreign Countries; Adult Learning; Institutional Characteristics; Trust (Psychology); Communities of Practice; Poland + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Elternverhalten; Sozialer Wandel; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Learning process; Lernprozess; Informelle Bildung; Nichtformale Bildung; Learning theory; Lerntheorie; Selbstkonzept; Bildungsphilosophie; Erziehungsphilosophie; Demokratie; Sozialer Wert; Ausland; Adulte education; Adult training; Erwachsenenbildung; Community; Polen
Abstract	This paper aims to explore transformative learning processes of parents involved in informal, parent-established democratic schools, which are novel educational initiatives in Poland. The author argues that the distinctive educational ideology and the practice of such schools expose parents to new understandings of education, the child and the parent, which prompts their transformative learning. Drawing on the conceptual framework of transformative learning and practice-based learning theories, the author analyses interviews with parents to identify the trajectory of parental learning, the scope of their transformation and the factors that enhance or hinder it. Primarily concerning the respondents' personal identities and part-identities as parents, the transformation entails changes in their value systems, definitions of a good life, perceptions of the child and parenting practices. While its potential to instigate broader social change currently appears limited, parental transformative learning exemplifies significant emancipatory biographical praxis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01