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dc.contributor.authorGiles, David
dc.contributor.authorAlderson, Sharon
dc.date.accessioned2009-06-02T22:15:23Z
dc.date.available2009-06-02T22:15:23Z
dc.date.issued2008
dc.identifier.citationGiles, D. & Alderson, S. (2008). An appreciative inquiry into the transformative learning experiences of students in a family literacy project. Australian Journal of Adult Learning, 48(3), 466-478.en
dc.identifier.urihttps://hdl.handle.net/10289/2193
dc.description.abstractEducational discourse has often struggled to genuinely move beyond deficit-based language. Even action research, a predominant model for teacher development, starts with the identification of a problem (Cardno 2003). It would appear that the vocabulary for a hope-filled discourse which captures the imagination and infiuences our future educational activity seems to have escaped us. Moreover, we seem bereft of educational contexts where the experience for students is holistic and transformative.en
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherAdult Learning Australiaen_NZ
dc.relation.urihttp://www.ajal.net.au/an-appreciative-inquiry-into-the-transformative-learning-experiences-of-students-in-a-family-literacy-project/en
dc.rightsThis article has been published in the journal: Australian Journal of Adult Learning. Used with Permission.en
dc.subjecteducationen
dc.titleAn appreciative inquiry into the transformative learning experiences of students in a family literacy projecten
dc.typeJournal Articleen
dc.relation.isPartOfAustralian Journal of Adult Learningen_NZ
pubs.begin-page465en_NZ
pubs.editionNovemberen_NZ
pubs.elements-id33973
pubs.end-page478en_NZ
pubs.issue3en_NZ
pubs.volume48en_NZ


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