Journal articles: 'Transformative Approach'

1

Marguerite, Ruth. "Competence: A Transformative Approach." World Federation of Occupational Therapists Bulletin 45, no. 1 (May 2002): 7–11. http://dx.doi.org/10.1080/20566077.2002.11721108.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Leer-Helgesen, Arnhild. "Transformative Theology: An Ecumenical Approach to Transformation in Guatemala." Mission Studies 33, no. 2 (May 11, 2016): 187–208. http://dx.doi.org/10.1163/15733831-12341447.

Full text

Abstract:

The Latin American debate on development has been put on the agenda of theologians and church leaders since the 1960s, most critically by the representatives of liberation theology. Different epistemological and hermeneutic approaches have been used. By using a case from Guatemala this paper claims that different theological discourses are in play and influence the way political, social, economic and cultural development is understood and practiced. These discourses are often in conflict with each other. Bjune (2012) argues that the growth and strength of the Alliance of Evangelical Churches in Guatemala (aeg) have made “the evangelicals” a political actor in the country, contributing to maintaining the privileges of the rich and powerful. I argue that the Conference of Evangelical Churches in Guatemala (ciedeg) and their use of theology can be seen as a counter discourse to that ofaegas well as to what can be seen as western development thinking. The different theological discourses are thus also linked to economy and political influence: Whileaegseems to go hand in hand with strong economic forces, the international support for the ecumenically-orientedciedeghas declined. This article focuses on theological discourse as an important field in the debate on religion and development in Latin America.

APA, Harvard, Vancouver, ISO, and other styles

3

Chua, Sebastian. "Transformative thinking, transformative doing." Journal of Public Procurement 17, no. 3 (April 1, 2017): 373–401. http://dx.doi.org/10.1108/jopp-17-03-2017-b004.

Full text

Abstract:

In recent years, Health Promotion Board (HPB) has made a strategic shift from a traditional health education approach to an eco-systemic approach in health promotion, where the Board engages and harnesses the collective power of the 3 Ps (People, Private, and Public). The procuring of core services is a key enabler to support HPB's focus areas in tobacco control, mental well-being, health screening, obesity prevention, nutrition, dietetic services, chronic disease education, etc. In tandem with the Board's strategic shift, the procurement function has taken on strategic importance and is now functioning as an independent department, reporting to HPB's CEO. Fundamentally, HPB Procurement Department has changed the way it interacts with the business as it stands by the belief that the real procurement value goes beyond compliance (Caldwell & Howard, 2010). “Proper”, “simpler”, “faster”, “closer” and “cheaper” are now its mantra for procurement excellence. The objective of this paper is to highlight the transformation journey that HPB's Procurement Department undertook to deliver the results, impact and value to the stakeholders.

APA, Harvard, Vancouver, ISO, and other styles

4

Babacan, Alperhan, and Hurriyet Babacan. "A transformative approach to work integrated learning in legal education." Education + Training 57, no. 2 (March 16, 2015): 170–83. http://dx.doi.org/10.1108/et-07-2013-0098.

Full text

Abstract:

Purpose – The purpose of this paper is to discuss the current context, scope and problems in the provision of work-integrated learning (WIL) in legal education and how the adoption transformative pedagogies in WIL which is offered in legal education can foster personal and social transformation in addition to enhancing lawyering skills. The paper draws on learning from Australia, England and the USA. Design/methodology/approach – The backdrop of this conceptual paper is WIL and transformative education. The text begins with a critique of existing WIL frameworks and practices in legal education in Australia, England and the USA. This exposes a focus on skills enhancement at the expense of social and personal transformation. Drawing on transformative learning, the paper proposes practices which can be used in WIL offered in legal education to enhance personal and social transformation. Findings – There is very little literature on how legal education and WIL in legal education can enhance personal and social transformation. Tensions continue to exist between the predominant aim of instilling the legal skills necessary to ensure that graduates are prepared for legal practice through WIL programmes and between the need to simultaneously enhance critical consciousness and social transformation necessary for active participation in social and professional life. Research limitations/implications – More research is required on the best manner in which the ideals and practices of emancipatory education can be installed within WIL programmes so as to successfully reduce the tensions between the instilling of legal skills required to practice law and the need to train students to be holistic, critical and constructive thinkers. Practical implications – The suggestions made in this paper provide a framework to adopt critical pedagogies in the provision of WIL in legal education. The theoeretical and practice-based suggestions presented in this paper are also relevant to other professional disciplines where personal transformation is desired. Originality/value – The literature on legal education predominantly focuses on enhancing lawyering skills and competencies and there is an absence of the utilisation of transformative pedagogies in legal education generally and WIL offered in legal education. Drawing predominantly on the literature and practices relating to legal education in Australia and incorporating comparative insights from England and the USA, the paper contributes to the broader literature on transformative learning. Most significantly, the paper contributes specifically to the use of transformative pedagogies in WIL offered in legal education through the suggestion of practices relating to critical reflection and dialogue which are not commonly used in legal education.

APA, Harvard, Vancouver, ISO, and other styles

5

Erdmann, Lorenz, and Elna Schirrmeister. "Constructing transformative scenarios for research and innovation futures." Foresight 18, no. 3 (June 13, 2016): 238–52. http://dx.doi.org/10.1108/fs-06-2014-0041.

Full text

Abstract:

Purpose This article aims to advance the state of the art in constructing transformative scenarios by building upon Boudon’s social theory and to reflect its application to research and innovation futures. Design/methodology/approach The scenarios are based upon a particular multi-level perspective for research and innovation. They are developed around two time horizons: an explorative scenario stage by 2020 (exploring tensions) and a transformative scenario stage by 2030 (tracing the mechanisms of transformation). Findings Five scenarios provide comprehensive images of research and innovation regimes and practices, how research and innovation is embedded in society by 2030, and what plausible pathways of evolution toward the transformation of our research and innovation landscape may look like. Research limitations/implications The methodology “from explorative to transformative scenarios” provides a meaningful, complementary perspective of standard scenario methodology rather than replacing it. Practical implications Foresight practitioners can use the methodology to advance the construction of transformative scenarios. The approach from “explorative to transformative scenarios” is best suited when policy measures are to be addressed. Originality/value There has been little guidance on how to construct transformative scenarios. Insights from social theory are leveraged to develop a more consolidated approach. The approach of two time horizons, encompassing an explorative and a transformative stage, is novel and applied to research and innovation futures.

APA, Harvard, Vancouver, ISO, and other styles

6

Rathod, Jayesh. "The Transformative Potential of Attorney Bilingualism." University of Michigan Journal of Law Reform, no. 46.3 (2013): 863. http://dx.doi.org/10.36646/mjlr.46.3.transformative.

Full text

Abstract:

In contemporary U.S. law practice, attorney bilingualism is increasingly valued, primarily because it allows lawyers to work more efficiently and to pursue a broader range of professional opportunities. This purely functionalist conceptualization of attorney bilingualism, however, ignores the surprising ways in which multilingualism can enhance a lawyer's professional work and can strengthen and reshape relationships among actors in the U.S. legal milieu. Drawing upon research from psychology, linguistics, and other disciplines, this Article advances a theory of the transformative potential of attorney bilingualism. Looking first to the development of lawyers themselves, the Article posits that attorneys who operate bilingually may, over time, enjoy cognitive advantages such as enhanced creative thinking and problem-solving abilities, a more analytical orientation to language, and greater communicative sensitivity. Moreover, the existence of lawyers who are fully immersed in the bilingual practice of law will transform and invigorate interactions between attorneys and limited English proficient (LEP) clients and, more broadly, among attorneys, the parties to a proceeding, and legal decision makers. Although many U.S. lawyers possess non-English language ability, few are equipped with the complement of knowledge, skills, and values needed to utilize that language ability effectively in a professional setting. Therefore, the Article also calls upon the legal profession to adopt a more rigorous approach to bilingual training and instruction and outlines a set of competencies that underlie effective bilingual lawyering. These competencies relate broadly to cross-cultural interactions, knowledge of foreign legal systems, specialized and versatile language ability, and verbal and nonverbal communication skills.

APA, Harvard, Vancouver, ISO, and other styles

7

Cairns, Charles B., Kathy Bollinger, and Joe G. N. Garcia. "A Transformative Approach to Academic Medicine." Academic Medicine 92, no. 1 (January 2017): 20–22. http://dx.doi.org/10.1097/acm.0000000000001345.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Luckett, Kathy, and Suellen Shay. "Reframing the curriculum: a transformative approach." Critical Studies in Education 61, no. 1 (July 26, 2017): 50–65. http://dx.doi.org/10.1080/17508487.2017.1356341.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Sharif, Shani, T. Russell Gentry, Jeannette Yen, and Joseph N. Goodman. "Transformative Solar Panels: A Multidisciplinary Approach." International Journal of Architectural Computing 11, no. 2 (June 2013): 227–45. http://dx.doi.org/10.1260/1478-0771.11.2.227.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Dukes, Frank. "Public Conflict Resolution: A Transformative Approach." Negotiation Journal 9, no. 1 (January 1993): 45–57. http://dx.doi.org/10.1111/j.1571-9979.1993.tb00689.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Chintakindi, Malvya. "Gender-transformative Approach to Societal Empowerment." ANTYAJAA: Indian Journal of Women and Social Change 4, no. 1 (May 30, 2019): 107–12. http://dx.doi.org/10.1177/2455632719836805.

Full text

Abstract:

Rural women are often termed as ‘agents of change’ for a successful development intervention. Women collectives as a tool/medium of change has in recent years, gained recognition as an effective intervention to empower women in developing countries. Sehgal Foundation (SF), an NGO based in Haryana, India, spearheads women collectives since 2014 to impart confidence among women representatives and strengthen their bargaining power in all walks of life. This gender-focused intervention leads to externalities that may be uncalled for and is inadequately acknowledged in the literature. An assessment of SF’s work in Nuh, Haryana points to need to include men in the programme to facilitate a long-lasting and meaningful change in gender dynamics. This prerequisite to warrant social change is often implied in various research areas, that is, the importance of focusing on the community, specifically, males, for sustainable development. This essay provides empirical evidence to the same and proposes a gender-transformative approach to interventions as a solution to address gender specificity in development interventions.

APA, Harvard, Vancouver, ISO, and other styles

12

de Vries, Jennifer Anne, and Marieke van den Brink. "Transformative gender interventions." Equality, Diversity and Inclusion: An International Journal 35, no. 7/8 (September 19, 2016): 429–48. http://dx.doi.org/10.1108/edi-05-2016-0041.

Full text

Abstract:

Purpose Translating the well-established theory of the gendered organization into strategic interventions that build more gender equitable organizations has proven to be difficult. The authors introduce the emergence of the “bifocal approach” and its subsequent development and examine the potential of the “bifocal approach” as a feminist intervention strategy and an alternative means of countering gender inequalities in organizations. While pre-existing transformative interventions focus on more immediately apparent structural change, the focus begins with the development of individuals. The paper aims to discuss these issues. Design/methodology/approach Developed through iterative cycling between theory and practice, the “bifocal approach” links the existing focus on women’s development with a focus on transformative organizational change. The bifocal approach deliberately begins with the organization’s current way of understanding gender in order to build towards frame-breaking transformative change. Findings The authors show how the bifocal is able to overcome some of the main difficulties of earlier transformative approaches, maintaining organizational access, partnership building, sustaining a gender focus and ultimately sustaining the change effort itself. The bifocal approach seeks structural change, however, the change effort rests with individuals. The development of individuals, as conceived within the bifocal approach was designed to create a “small wins” ripple effect, linking individual (agency) and organizational change (structure). Practical implications The bifocal approach offers a comprehensive re-modelling of traditional interventions for other scholars and practitioners to build on. Organizational interventions previously categorized as “fixing women” could be re-examined for their capacity to provide the foundation for transformative change. Originality/value The contribution of this paper lies in proposing and examining the bifocal approach as a feminist intervention strategy that overcomes the dualism between the existing frames of organizations and the transformative frame of scholars, in order to move practice and theory forward.

APA, Harvard, Vancouver, ISO, and other styles

13

Boström, Magnus, Erik Andersson, Monika Berg, Karin Gustafsson, Eva Gustavsson, Erik Hysing, Rolf Lidskog, et al. "Conditions for Transformative Learning for Sustainable Development: A Theoretical Review and Approach." Sustainability 10, no. 12 (November 28, 2018): 4479. http://dx.doi.org/10.3390/su10124479.

Full text

Abstract:

Continued unsustainability and surpassed planetary boundaries require not only scientific and technological advances, but deep and enduring social and cultural changes. The purpose of this article is to contribute a theoretical approach to understand conditions and constraints for societal change towards sustainable development. In order to break with unsustainable norms, habits, practices, and structures, there is a need for learning for transformation, not only adaption. Based on a critical literature review within the field of learning for sustainable development, our approach is a development of the concept of transformative learning, by integrating three additional dimensions—Institutional Structures, Social Practices, and Conflict Perspectives. This approach acknowledges conflicts on macro, meso, and micro levels, as well as structural and cultural constraints. It contends that transformative learning is processual, interactional, long-term, and cumbersome. It takes place within existing institutions and social practices, while also transcending them. The article adopts an interdisciplinary social science perspective that acknowledges the importance of transformative learning in order for communities, organizations, and individuals to be able to deal with global sustainability problems, acknowledging the societal and personal conflicts involved in such transformation.

APA, Harvard, Vancouver, ISO, and other styles

14

Walsh, Zack, Jessica Böhme, Brooke D. Lavelle, and Christine Wamsler. "Transformative education: towards a relational, justice-oriented approach to sustainability." International Journal of Sustainability in Higher Education 21, no. 7 (August 31, 2020): 1587–606. http://dx.doi.org/10.1108/ijshe-05-2020-0176.

Full text

Abstract:

Purpose This paper aims to increase related knowledge across personal, social and ecological dimensions of sustainability and how it can be applied to support transformative learning. Design/methodology/approach The paper provides a reflexive case study of the design, content and impact of a course on eco-justice that integrates relational learning with an equity and justice lens. The reflexive case study provides a critical, exploratory self-assessment, including interviews, group discussions and surveys with key stakeholders and course participants. Findings The results show how relational approaches can support transformative learning for sustainability and provide concrete practices, pathways and recommendations for curricula development that other universities/training institutions could follow or learn from. Originality/value Sustainability research, practice and education generally focuses on structural or systemic factors of transformation (e.g. technology, governance and policy) without due consideration as to how institutions and systems are shaping and shaped by the transformation of personal agency and subjectivity. This presents a vast untapped and under-studied potential for addressing deep leverage points for change by using a relational approach to link personal, societal and ecological transformations for sustainability.

APA, Harvard, Vancouver, ISO, and other styles

15

Widianingsih, Ida, and Donna M. Mertens. "Transformative research and the sustainable development goals: challenges and a vision from Bandung, West Java." International Journal for Transformative Research 6, no. 1 (December 1, 2019): 27–35. http://dx.doi.org/10.1515/ijtr-2019-0005.

Full text

Abstract:

Abstract The transformative research lens incorporates ideas such as consciously addressing power differences with strategies that allow for the inclusion of the voices of the full range of stakeholders, including those who are most marginalized. The goal of transformative research is to support the development of culturally responsive interventions that foster increased respect for human rights and achievement of social, economic, and environmental justice. In this article, we use a case study from Universitas Padjadjaran in Indonesia to illustrate the application of a transformative approach to research in a complex setting in which the rights of those living in poverty are not respected and economic development occurs at the expense of environmental degradation. We discuss a transformative framing for research associated with the development of interventions designed to support West Java, Indonesia in moving forward toward achieving the Sustainable Development Goals (SDGs), the goals established by the United Nations to address inequities. The road to transformation is not simple or smooth, but the combination of a transformative approach to research with the development of transformative interventions provides a hopeful pathway.

APA, Harvard, Vancouver, ISO, and other styles

16

Beaupre, Charles Paul. "A Multidisciplinary Approach to Transformative Higher Learning." Journal of the World Universities Forum 4, no. 1 (2011): 81–92. http://dx.doi.org/10.18848/1835-2030/cgp/v04i01/56733.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Barrot, Jessie. "A SOCIOCOGNITIVE-TRANSFORMATIVE APPROACH TO TEACHING WRITING." Indonesian Journal of Applied Linguistics 4, no. 2 (January 2, 2015): 113. http://dx.doi.org/10.17509/ijal.v4i2.692.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Hudson, T. J. "Personalized medicine: A transformative approach is needed." Canadian Medical Association Journal 180, no. 9 (February 18, 2009): 911–13. http://dx.doi.org/10.1503/cmaj.1090199.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Arvan, Marcus. "How to rationally approach life's transformative experiences." Philosophical Psychology 28, no. 8 (October 31, 2014): 1199–218. http://dx.doi.org/10.1080/09515089.2014.974525.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Enger, Kathy, and Denise Lajimodiere. "A multi‐cultural transformative approach to learning." Multicultural Education & Technology Journal 5, no. 3 (August 23, 2011): 176–93. http://dx.doi.org/10.1108/17504971111166910.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Fitchett, Paul G., and Amy J. Good. "Teaching Genocide through GIS: A Transformative Approach." Clearing House: A Journal of Educational Strategies, Issues and Ideas 85, no. 3 (March 20, 2012): 87–92. http://dx.doi.org/10.1080/00098655.2011.628713.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Winn, Maisha T. "A Transformative Justice Approach to Literacy Education." Journal of Adolescent & Adult Literacy 62, no. 2 (August 27, 2018): 219–21. http://dx.doi.org/10.1002/jaal.887.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Sriraman, Bharathi. "Platonic Dialogue and Transformative Philosophy." Philosophy, Culture, and Traditions 4 (2007): 197–207. http://dx.doi.org/10.5840/pct2007414.

Full text

Abstract:

The present paper is primarily concerned with the application of the transformative approach within the Western philosophical context. My aim is to show how the idea of a transformation is present in Platonic thought based on John Taber’s work on transformative philosophy. According to Taber, transformative thinkers tell us that the unreflecting mind lives in a dream and, if it is to know the truly real, one “must awaken from the dream, enliven slumbering faculties, make a transition to a new state of awareness.” I will use the Platonic dialogue to illustrate how some of the main features of transformative philosophy developed by Taber are exhibited there, if only to emphasize the transformative aspect of Platonic philosophy, although not dismiss the systematic reading of Platonic texts.

APA, Harvard, Vancouver, ISO, and other styles

24

García-Carrión, Rocío, Lourdes Villardón-Gallego, Zoe Martínez-de-la-Hidalga, and Jesús Marauri. "Exploring the Impact of Dialogic Literary Gatherings on Students’ Relationships With a Communicative Approach." Qualitative Inquiry 26, no. 8-9 (July 13, 2020): 996–1002. http://dx.doi.org/10.1177/1077800420938879.

Full text

Abstract:

Taking a communicative approach in a qualitative inquiry entails including people’s voices through dialogues that are egalitarian and oriented toward transformation. This approach aligns with the transformative paradigm in the pursuit of ensuring the inclusion of the most vulnerable groups. This article explores the role of the communicative approach when conducting a case study in an elementary school to study the impact of dialogic literary gatherings (DLGs) on students’ relationships, particularly for those students most at risk of being marginalized. For that purpose, dialogic encounters with teachers and students occurred in the school to jointly develop the research. During the DLGs, researchers engaged in egalitarian dialogues with the students, and these dialogues facilitated getting to know each other and building relationships of trust. The communicative approach in this study allowed us to establish a profound dialogue with 9-year-old girls to grasp the transformative impact they experienced in their relationships with others. Students’ voices are considered essential in communicative research to provide socially useful results and to measure transformative social impacts beyond the educational establishment.

APA, Harvard, Vancouver, ISO, and other styles

25

Kokkos, Alexis. "Transformation Theory as a Framework for Understanding Transformative Learning." Adult Education Critical Issues 2, no. 2 (December 30, 2022): 20–33. http://dx.doi.org/10.12681/haea.32541.

Full text

Abstract:

Τhe first part of the present Introduction to Mezirow’s translated book outlines the formulation process of his theory, and the second Part presents its constituent components. The third part discusses the relationship between Transformation Theory and “transformative learning theory” and puts forward the opinion that the former constitutes a focal point of reference within the wider theoretical field of transformative learning, which includes diverse conceptualizations. In the last two parts, a reference is made to the book’s translation and suggestions are offered as to the creative and critical approach to its content.

APA, Harvard, Vancouver, ISO, and other styles

26

Folger, Joseph P., and Robert A. Baruch Bush. "Transformative mediation and third-party intervention: Ten hallmarks of a transformative approach to practice." Mediation Quarterly 13, no. 4 (June 1996): 263–78. http://dx.doi.org/10.1002/crq.3900130403.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Neuhofer, Barbara, Krzysztof Celuch, and Thuy Linh To. "Experience design and the dimensions of transformative festival experiences." International Journal of Contemporary Hospitality Management 32, no. 9 (August 10, 2020): 2881–901. http://dx.doi.org/10.1108/ijchm-01-2020-0008.

Full text

Abstract:

Purpose In the emerging transformation economy, there is a shift from staging memorable experiences for many to eliciting life-transformative events for one. This study aims to understand how transformative experiences can be guided and what prerequisites are needed to elicit human transformation when designing experiences. This study borrows positive psychology as a theoretical lens to explore festivals as a prime context for liminal transformative experiences in the hospitality context. Design/methodology/approach A constructivist qualitative research design was used through 31 in-depth interviews. To ensure experience recollection, memory formation and integration of the experience into long-term transformative effects, all interviewees had attended an electronic dance music festival in the past 12 months. Findings Guided by the positive emotions, engagement, relationships, meaning and accomplishments (PERMA) model, the thematic analysis revealed a series of psychological and contextual dimensions around PERMA and liminality that need to occur for transformative experiences, personal growth and self-transcendence to happen. Practical implications This study provides a guideline for event organisers and experiences designers to intentionally design and occasion positive human experiences in temporal and spatial liminal hospitality consumption contexts. Psychological and contextual dimensions are identified as critical factors in facilitating human transformation. Originality/value This paper bridges the emerging transformation economy, experience design and positive psychology. Grounded in PERMA, the study offers a novel theoretical model that serves as a framework for both transformative experience research and practical experience design.

APA, Harvard, Vancouver, ISO, and other styles

28

Pung, Jessica, and Giacomo Chiappa. "An exploratory and qualitative study on the meaning of transformative tourism and its facilitators and inhibitors." European Journal of Tourism Research 24 (March 1, 2020): 2404. http://dx.doi.org/10.54055/ejtr.v24i.406.

Full text

Abstract:

While transformative tourism may represent a timely form of tourism conveying hope in an ever-changing world, there is still limited research adopting a demand-side perspective and exploring the understanding and experiences that tourists have about transformative tourism. This paper contributes to fill this research gap by analysing transformative tourism experiences and investigating its characteristics, especially the aspects that facilitate and inhibit tourist transformation. Adopting a qualitative semi-structured interview approach, data was also collected on the nature of wellbeing experienced as result of tourism and how former travellers perceived the impact of transformation in daily life after their return. Overall, interviewees primarily viewed subjective tourist transformation as achieving greater self-efficacy, humility and personal enrichment. Findings suggest that transformation facilitators correspond to: interacting with locals and travellers, facing challenges, experiencing the sense of the place, long stays and post-travel reflection; while several aspects emerged as transformation inhibitors, such as short stays, repeated activities, familiar travel companions and the lack of access to the residents’ lifestyle. Participants reported experiencing eudaimonic wellbeing, rather than happiness and hedonia, and discussed the long-lasting effects of their tourist transformation. Managerial and marketing implications are provided, as well as future directions for transformative tourism research.

APA, Harvard, Vancouver, ISO, and other styles

29

Andersson, Vibeke, Helene Balslev Clausen, and Mario Velázquez García. "Transformative change." Diálogos Latinoamericanos 19, no. 27 (December 20, 2018): 117–26. http://dx.doi.org/10.7146/dl.v19i27.111649.

Full text

Abstract:

This article addresses the transformative role that tourism might play in developing economies. The main emphasis is on investment in sustainable community-based tourism as a way to alleviate poverty and improve livelihoods. Communities are representing sustainable and rooted social life while at the same time as a form of social structure, which can foster both social change and secure social coherence. We seek to explore whether the resilience perspective brings something new to discussions about tourism development and community, since earlier discussions have touched on subjects resembling “resilience”. By analyzing resilience in a community perspective, we argue that it might constrain the analytical use of the community concept. It seems to be just another tendency to move towards policy processes that are based on global (agendas) for how to construct resilience. These processes represent a top-down approach, limiting the notion of community rather than unfolding the proximities and distance embedded in community logics.

APA, Harvard, Vancouver, ISO, and other styles

30

Naeini, Arash V., and Nima Shakouri. "Preparing for a Postmethod Pedagogy: A Transformative Approach to Curriculum Development." Theory and Practice in Language Studies 6, no. 3 (March 21, 2016): 586. http://dx.doi.org/10.17507/tpls.0603.18.

Full text

Abstract:

The three parameters of postmethod pedagogy proposed by Kumaravadivelu (2001), particularly a pedagogy of possibility, are in line with and drew on the works of such critical pedagogists as Giroux (1988) whose idea of transformative intellectuals viewed it rightful for every individual teacher and learner to actively participate in the process of learning with their entire social, economic and political experiences; and even make reformations to the direction of pedagogy based on their understanding. However, curriculum development, as an integral part of pedagogy, may inhibit this transformative and dynamic learning by restricting teachers to set and prefabricated materials and guidelines. Nonetheless, teachers play a pivotal role in the realization of this transformative process since they are the executive recipients of curricula. This paper is an attempt to shed light on a transformative approach to curriculum development and holds, a transformative approach to curriculum development requires teachers to have a hand in curriculum development when they are invited by the curriculum to act so; and adapt or transform the curriculum when they are constrained by it.

APA, Harvard, Vancouver, ISO, and other styles

31

Sukhija, Puja Vijay, Samira Pillai, and J. K. Sachdeva. "Teaching Communication Skills â€“ A Pedagogical, Transformative Approach." Journal of Global Economy 12, no. 1 (March 22, 2016): 50–65. http://dx.doi.org/10.1956/jge.v12i1.427.

Full text

Abstract:

While the fear of speaking may prevent some students from speaking inÂ seminarsÂ altogether,Â thoseÂ thatÂ do sometimesÂ find theirÂ nervesÂ restrictÂ them from adequately sharing their views and intelligence, resulting in an embarrassed, unconfidentÂ student who then promises him/herself never to speak up again. Students may feel fear atÂ the possibilityÂ of embarrassing themselvesÂ andÂ appearingÂ foolishÂ or saying the â€˜wrongâ€™Â thing. After graduation, students need oral presentation skills to succeed in the workplace. Employers look for graduates with excellent oral presentation skills. Communication skills are important for people entering the workforce. Thus the role of educational institutions and specifically of the instructors offering oral presentation courses is important in helping students to improve their skills. Training plays a significant role to improve public speech skills of students.This study aims to explore the issues related to public speech training programs for students, parameters which should be used as pedagogy to improve their public speech skills. Four experimentsÂ were performed on students based on 30 parameters.

APA, Harvard, Vancouver, ISO, and other styles

32

Morris, Christopher. "Wisdom Approach and Transformative Process in Christian Spirituality." Spiritus: A Journal of Christian Spirituality 21, no. 2 (2021): 228–42. http://dx.doi.org/10.1353/scs.2021.0031.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Mayo, Peter. "A Rationale for a Transformative Approach to Education." Journal of Transformative Education 1, no. 1 (January 2003): 38–57. http://dx.doi.org/10.1177/1541344602250400.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Bushell, Brenda, and Masayuki Goto. "Leadership for sustainable society: A transformative learning approach." Procedia - Social and Behavioral Sciences 29 (2011): 1244–50. http://dx.doi.org/10.1016/j.sbspro.2011.11.359.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Burgess, Heidi, and Guy Burgess. "Constructive confrontation: A transformative approach to intractable conflicts." Mediation Quarterly 13, no. 4 (June 1996): 305–22. http://dx.doi.org/10.1002/crq.3900130407.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Allen, Keisha McIntosh. "Transformative vision." Journal for Multicultural Education 13, no. 1 (April 8, 2019): 82–93. http://dx.doi.org/10.1108/jme-04-2017-0029.

Full text

Abstract:

Purpose This paper aims to examine how a Black male teacher made sense of the ways racism and white supremacy function in schools and constrains his practice by addressing the question: How does a culturally relevant Black male teacher engage a racial perspective in his pedagogy and make sense of the socio-political context of his practice? Design/methodology/approach This qualitative case study draws its data from semi-structured interviews and participant observations and was situated within a transfer high school in the Northeastern region of the USA. Findings This study elucidates the ways in which a Black male teacher’s racial literacy enabled him to make sense of the socio-political context of his school, the profession and help his Black male students negotiate how they are racialized in schools and society. Research limitations/implications This paper closes with a call for additional research that further examines the relationship racial literacy plays in retaining teachers of color in the profession and for racial literacy to be positioned as a vital component of teachers’ pedagogical content knowledge in both teacher education and professional development. Originality/value This study contributes to the literature on critical Black male teachers by forwarding a framework that helps us to understand how they engage in transformative work within assimilationist educational spaces.

APA, Harvard, Vancouver, ISO, and other styles

37

Maassen, Anne, and Madeleine Galvin. "What Does Urban Transformation Look Like? Findings from a Global Prize Competition." Sustainability 11, no. 17 (August 27, 2019): 4653. http://dx.doi.org/10.3390/su11174653.

Full text

Abstract:

Different disciplines are grappling with the concept of ‘urban transformation’ reflecting its planetary importance and urgency. A recent systematic review traces the emergence of a normative epistemic community that is concerned with helping make sustainable urban transformation a reality. Our contribution to this growing body of work springs out of a recent initiative at the World Resources Institute, namely, the WRI Ross Prize for Cities, a global award for transformative projects that have ignited sustainable changes in their city. In this paper we explain the competition-based approach that was used to source transformative initiatives and relate our findings to existing currents in urban transformation scholarship and key debates. We focus on one of the questions at the heart of the normative urban transformation agenda: what does urban transformation look like in practice? Based on an analysis of the five finalists, we describe urban transformation as encompassing a plurality of contextual and relative changes, which may progress and accelerate positively, or regress over time. An evaluative approach that considers varying ‘degrees’ and ‘types’ of urban transformation is proposed to establish meaning within single cases and across several cases of urban transformation.

APA, Harvard, Vancouver, ISO, and other styles

38

Dias, Joana, and Maria Partidário. "Mind the Gap: The Potential Transformative Capacity of Social Innovation." Sustainability 11, no. 16 (August 18, 2019): 4465. http://dx.doi.org/10.3390/su11164465.

Full text

Abstract:

This paper aims to contribute to the understanding of the potential of Social Innovation (SI) for social transformation. Being a popular concept, SI has been discussed for decades, increasingly recognized for its complexity. A systematic review of the literature on SI was undertaken to understand the state-of-the-art, the evolution of the concept and its core underpinnings in order to meet the research aim of this paper. The literature is relatively broad in relation to general characteristics of SI and contexts where it is happening, but the use of the ‘social innovation’ term often reveals semantic problems, generating multiple, interchangeable and mixed understandings. In this paper, we identify and discuss two ways of using SI in the literature: (i) one that favours the materialization of SI, as something tangible that can be observed, measured and systematically analysed; we called this a cartesian approach; and (ii) another that uses systemic thinking focussing on successful factors of SI to enhance its transformative capacity in existing system(s) through change in routines, resources, and beliefs; we called this a disruptive approach. While still emerging in SI literature the academic discussion about SI dynamics and its transformative capacity is increasingly addressed by scholars. We conclude the paper by arguing that more transformative-driven and systemic SI may enhance its potential to lead change, while it only creates transformation when it scales-up or out, and when it has durability and transformative impact.

APA, Harvard, Vancouver, ISO, and other styles

39

Giraldo, Mario, Luis Garcia-Tello, and Steven William Rayburn. "Street vending: transformative entrepreneurship for individual and collective well-being." Journal of Services Marketing 34, no. 6 (August 26, 2020): 757–68. http://dx.doi.org/10.1108/jsm-08-2019-0322.

Full text

Abstract:

Purpose This study aims to explore the lived experience of vendors as they enact street vending practice that emerges as transformative entrepreneurship and service where they live and work. Design/methodology/approach This research qualitatively explores street vending in a multi-cultural, multi-local study to understand how these businesses operate to positively impact individual, collective and societal well-being. Findings This research reveals street vending is a creative, transformative entrepreneurial activity that improves individual and collective well-being. The research exposes multiple forms of habitual and transformative value delivered by vendors, resulting in improved eudaimonic and hedonic well-being that ripples out from vendors to families, communities and society. Research limitations/implications A framework of street vending practice is provided to guide service designers and policymakers as they seek to support street vendors as they move from informal to formal and from survival to growth business modes. Originality/value This research extends existing conceptualizations of transformative entrepreneurship beyond prior focus on economic transformation and prior limitations of transformative entrepreneurship to business in growth modes.

APA, Harvard, Vancouver, ISO, and other styles

40

Hartwick, James M. M., and Edric C. Johnson. "Transformative Multiculturalism and the Supervision of Social Studies Student Teachers: A Critical Look at One University Supervisor’s Approach." Social Studies Research and Practice 3, no. 3 (November 1, 2008): 26–38. http://dx.doi.org/10.1108/ssrp-03-2008-b0002.

Full text

Abstract:

This collaborative study, conducted by two social studies teacher educators, examines how one university supervisor translates his theoretical commitment to transformative multiculturalism into his practice with student teachers. The value of this study is that it (1) illustrates the subtle nuances and applications of the transformative multicultural approach to social studies; (2) provides concrete examples of how a university supervisor, cooperating teacher, or mentor can coach a novice teacher to incorporate dimensions of transformative multiculturalism into his or her practice; and (3) explores some potential barriers to implementing a transformative multicultural perspective with pre-service and novice teachers through an honest reflection of where the university supervisor has fallen short of his professed commitment to transformative multiculturalism.

APA, Harvard, Vancouver, ISO, and other styles

41

Akon-Yamga, Gordon, Chux U. Daniels, Wilhemina Quaye, Blanche M. Ting, and Adelaide A. Asante. "Transformative innovation policy approach to e-waste management in Ghana: Perspectives of actors on transformative changes." Science and Public Policy 48, no. 3 (February 18, 2021): 387–97. http://dx.doi.org/10.1093/scipol/scab005.

Full text

Abstract:

Abstract Ghana, as in many African countries, is faced with the challenge of sustainably managing electronic waste (e-waste). The country has a legal framework and is in the process of developing a public policy for e-waste management. However, e-waste management remains a major challenge due to weaknesses in the country’s innovation and policymaking process that include inability to cater for the informal sector. This article argues that the current approach to innovation policymaking in Ghana would be inadequate in delivering the goal of sustainable e-waste management. We examine the country’s evolving e-waste management regime and the multiple perspectives of actors with respect to their perceived transformative changes and show that these perspectives and expectations are critical for an e-waste policymaking process. We conclude that policy processes adopted in developing countries for e-waste management should be guided by inclusive policymaking approaches that consider perspectives from informal actors to co-create solutions.

APA, Harvard, Vancouver, ISO, and other styles

42

Dick, Natalie, Natalie Brahm, Thuy Bui, Yi Li, Sharon Melincavage, Xintong Wang, Liang Xu, and Jana Asher. "A Transformative Approach to Collaborative Learning for Higher Education." International Journal of Learning in Higher Education 29, no. 2 (2022): 189–205. http://dx.doi.org/10.18848/2327-7955/cgp/v29i02/189-205.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

D’Souza, Malcolm J., Kathleen L. Curran, Paul E. Olsen, Agashi P. Nwogbaga, and Stephanie Stotts. "Integrative Approach for a Transformative Freshman-Level STEM Curriculum." Journal of College Teaching & Learning (TLC) 13, no. 2 (March 31, 2016): 47–64. http://dx.doi.org/10.19030/tlc.v13i2.9632.

Full text

Abstract:

In 2014 Wesley College adopted a unified undergraduate program of evidence-based high-impact teaching practices. Through foundation and federal and state grant support, the college completely revised its academic core curriculum and strengthened its academic support structures by including a comprehensive early alert system for at-risk students. In this core, science, technology, engineering, and mathematics (STEM) faculty developed fresh manifestations of integrated concept-based introductory courses and revised upper-division STEM courses around student-centered learning. STEM majors can participate in specifically designed paid undergraduate research experiences in directed research elective courses. Such a college-wide multi-tiered approach results in institutional cultural change.

APA, Harvard, Vancouver, ISO, and other styles

44

NYAMUNDA, J., and T. VAN DER WESTHUIZEN. "Developing Entrepreneurial Self-Efficacy: A Transformative Learning Theory Approach." Journal of Contemporary Management 17, no. 2 (December 31, 2020): 44–66. http://dx.doi.org/10.35683/jcm194e.76.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Campbell, Laurel H. "Holistic Art Education: A Transformative Approach to Teaching Art." Art Education 64, no. 2 (March 2011): 18–24. http://dx.doi.org/10.1080/00043125.2011.11519116.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Padrós, Maria. "A Transformative Approach to Prevent Peer Violence in Schools." Qualitative Inquiry 20, no. 7 (June 16, 2014): 916–22. http://dx.doi.org/10.1177/1077800414537217.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Downing, Nicholas S., Harlan M. Krumholz, Joseph S. Ross, and Nilay D. Shah. "Characterizing the US FDA's approach to promoting transformative innovation." Nature Reviews Drug Discovery 14, no. 11 (October 5, 2015): 740–41. http://dx.doi.org/10.1038/nrd4734.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Cash, Belinda, Suzanne Hodgkin, and Jeni Warburton. "A transformative approach to systems theory in caregiving research." Qualitative Social Work 18, no. 4 (December 25, 2017): 710–26. http://dx.doi.org/10.1177/1473325017749988.

Full text

Abstract:

This paper illustrates how systems theory can be used in social work research design to understand the systemic issues associated with spousal care in rural Australia. Spousal caregiving is embedded within multiple formal and informal systems, including family, community, health and aged care practice, social policy, and social and cultural norms. It is therefore a complex phenomenon to explore in social research, with each of these systems interacting with and influencing other aspects of the care system. The purpose of this paper is to provide an illustration of a research design that explores this systemic complexity. The design is conceptually underpinned by the transformative paradigm; a critical approach that reflects social work principles of social justice. The methodology is based on an ecosystems approach to assessment, using multiple methods to explore interactions between systems of care at policy, practice and individual levels. This application of systems theory to research presents an innovative opportunity for social work research to reflect long-established practices of understanding complex phenomenon within its sociocultural context.

APA, Harvard, Vancouver, ISO, and other styles

49

Pung, Jessica Mei, Ryan Yung, Catheryn Khoo-Lattimore, and Giacomo Del Chiappa. "Transformative travel experiences and gender: a double duoethnography approach." Current Issues in Tourism 23, no. 5 (June 26, 2019): 538–58. http://dx.doi.org/10.1080/13683500.2019.1635091.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Greenswag, Kari. "Care Ethics and Public Policy: A Holistic, Transformative Approach." Politics & Gender 15, no. 4 (November 20, 2018): 912–40. http://dx.doi.org/10.1017/s1743923x18000521.

Full text

Abstract:

Policy documents are a source of authority in both a legal and a normative sense. When policy documents make particular assumptions about care work requiring private, not public, consideration, this can push care, its concerns, and those who give and receive care out of the public sphere. This marginalization of care work, however, is ethically suspect, and as such I argue here that we should use the feminist ethics of care as a way to analyze current policy and guide the creation of future policy to ensure more ethically robust policy statements. I advocate for the use of care ethics in addition to human rights ethically guided public policy, which prioritizes the effort to implement human rights standards through government action. My claim is that human rights should not be our sole basis for moral and political reasoning, especially in the policy process. Policy shapes our lives, and how we live in relation to particular others. Care ethics can and should be used as an ethical guide for the policy process because it can bring to the fore how institutional patterns of power shape our relations, an analysis that human rights theories are not, in general, built to undertake.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Transformative Approach'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles