Transformative Social Learning Research Articles

Mirroring, Gestaltswitching and transformative social learning

PurposeThe purpose of this paper is to identify components and educational design principles for strengthening sustainability competence in and through higher education.Design/methodology/approachThis is a conceptual paper that uses an exemplary autobiographical empirical case study in order to illustrate and support a line of reasoning.FindingsA number of “Gestalts” of mind‐sets of sustainability competence and key elements of the learning processes needed for developing such competence have been identified.Originality/valueThis is one of the first papers to consider sustainability competence from a transformative social learning perspective. The value of the paper lies in its potential to help teachers of university courses in re‐designing their educational processes with sustainability competence in mind.

Social Inclusion at Different Scales in the Urban Environment: Locating the Community to Empower

As area-based initiatives emphasise community empowerment and social inclusion programmes focus on place, this article compares participation in two ICT programmes in UK cities which sought to empower communities at different scales. Recruitment was better in a neighbourhood-scale project, a scale that enabled access to settings of public familiarity and helping/coping networks. However, the factors that promoted social inclusion during recruitment favour defensive collective action. A city-wide project facilitated transformative social learning by relocalising community more widely as a problem-oriented operational network. The two approaches could be combined, starting at neighbourhood level and then rescaling to reveal different affordances of social networks and stimulate different dimensions of technology appropriation.

The Student Strike at the National Autonomous University of Mexico: A Political Analysis

Previous articleNext article No AccessThe Student Strike at the National Autonomous University of Mexico: A Political AnalysisRobert A. Rhoads and Liliana MinaRobert A. Rhoads Search for more articles by this author and Liliana Mina Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 45, Number 3August 2001 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447675 Views: 87Total views on this site Citations: 13Citations are reported from Crossref © August 2001by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Nadia Hausfather Feeling the structures of Québec's 2012 student strike at Concordia University: The place of emotions, emotional styles, and emotional reflexivity, Emotion, Space and Society 40 (Aug 2021): 100809.https://doi.org/10.1016/j.emospa.2021.100809Cassie L. Barnhardt Philanthropic Foundations’ Social Agendas and the Field of Higher Education, (Feb 2017): 181–257.https://doi.org/10.1007/978-3-319-48983-4_5PATRICK GUN CUNINGHAME #YoSoy132 and the ‘Mexican Spring’ of 2012: Between Electoral Engagement and Democratisation, Bulletin of Latin American Research (Mar 2016): n/a–n/a.https://doi.org/10.1111/blar.12473Nicholas Jon Crane Politics squeezed through a police state: Policing and vinculación in post-1968 Mexico City, Political Geography 47 (Jul 2015): 1–10.https://doi.org/10.1016/j.polgeo.2015.01.003Cassie L. Barnhardt Campus Educational Contexts and Civic Participation: Organizational Links to Collective Action, The Journal of Higher Education 86, no.11 (Oct 2016): 38–70.https://doi.org/10.1080/00221546.2015.11777356Robert A. Rhoads, Carlos Alberto Torres, Andrea Brewster Neoliberalism, Globalisation, and Latin American Higher Education, (Nov 2014): 203–217.https://doi.org/10.1007/978-94-017-9493-0_13Carlos Alberto Torres, The secret adventures of order: globalization, education and transformative social justice learning, Revista Brasileira de Estudos Pedagógicos 94, no.238238 (Dec 2013): 661–676.https://doi.org/10.1590/S2176-66812013000300002Robert A. Rhoads Learning from Students as Agents of Social Change: Toward an Emancipatory Vision of the University, Journal of Change Management 9, no.33 (Sep 2009): 309–322.https://doi.org/10.1080/14697010903125555Robert A. Rhoads, Amy Liu Globalization, Social Movements, and the American University: Implications for Research and Practice, (Jan 2009): 273–315.https://doi.org/10.1007/978-1-4020-9628-0_7Jenée Slocum, Robert A. Rhoads Faculty and student engagement in the Argentine grassroots rebellion: toward a democratic and emancipatory vision of the university, Higher Education 57, no.11 (Apr 2008): 85–105.https://doi.org/10.1007/s10734-008-9134-4Robert A. Rhoads, Gary Rhoades Graduate Employee Unionization as Symbol of and Challenge to the Corporatization of U.S. Research Universities, The Journal of Higher Education 76, no.33 (Oct 2016): 243–275.https://doi.org/10.1080/00221546.2005.11772282Robert A. Rhoads, Carlos A. Torres, Andrea Brewster Neoliberalism, Globalisation, and Latin American Higher Education: The Challenge to National Universities, (): 131–145.https://doi.org/10.1007/1-4020-2960-8_9Christopher S. Collins, Robert A. Rhoads The World Bank and higher education in the developing world: The cases of Uganda and Thailand, (): 177–221.https://doi.org/10.1016/S1479-3679(08)00007-8