School as a site of transformative adult learning: parents’ experiences of Polish democratic schools

IF 4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Katarzyna Gawlicz
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引用次数: 2

Abstract

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.
学校作为成人变革学习的场所:波兰民主学校的家长经验
本文旨在探讨父母参与非正式的、由父母建立的民主学校的变革性学习过程,这是波兰新颖的教育举措。作者认为,这些学校独特的教育理念和实践使家长对教育、孩子和家长有了新的理解,这促使他们进行变革性的学习。在转型学习和基于实践的学习理论的概念框架下,作者分析了对父母的访谈,以确定父母学习的轨迹,他们的转变范围以及促进或阻碍这种转变的因素。这种转变主要涉及受访者作为父母的个人身份和部分身份,涉及他们的价值体系、对美好生活的定义、对孩子的看法和养育方式的改变。虽然目前看来,父母的变革性学习在推动更广泛的社会变革方面的潜力有限,但它体现了重要的解放性传记实践。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Critical Studies in Education
Critical Studies in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.10
自引率
5.10%
发文量
18
期刊介绍: Critical Studies in Education is one of the few international journals devoted to a critical sociology of education, although it welcomes submissions with a critical stance that draw on other disciplines (e.g. philosophy, social geography, history) in order to understand ''the social''. Two interests frame the journal’s critical approach to research: (1) who benefits (and who does not) from current and historical social arrangements in education and, (2) from the standpoint of the least advantaged, what can be done about inequitable arrangements. Informed by this approach, articles published in the journal draw on post-structural, feminist, postcolonial and other critical orientations to critique education systems and to identify alternatives for education policy, practice and research.
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