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You searched for subject:( Emancipatory learning). Showing records 1 – 12 of 12 total matches.

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University of the Western Cape

1. Hamman, Liza. Critical theory, transformative learning and mindfulness: A case study of a mindfulness training programme .

Degree: 2018, University of the Western Cape

 Mindfulness and the mindfulness-based stress reduction (MBSR) programme is becoming increasingly popular in the Western world. These days, there are many institutes and organisations that… (more)

Subjects/Keywords: Emancipation; Mindfulness; Transformative learning; Critical theory; Emancipatory learning

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APA (6th Edition):

Hamman, L. (2018). Critical theory, transformative learning and mindfulness: A case study of a mindfulness training programme . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/6646

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hamman, Liza. “Critical theory, transformative learning and mindfulness: A case study of a mindfulness training programme .” 2018. Thesis, University of the Western Cape. Accessed November 14, 2019. http://hdl.handle.net/11394/6646.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hamman, Liza. “Critical theory, transformative learning and mindfulness: A case study of a mindfulness training programme .” 2018. Web. 14 Nov 2019.

Vancouver:

Hamman L. Critical theory, transformative learning and mindfulness: A case study of a mindfulness training programme . [Internet] [Thesis]. University of the Western Cape; 2018. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/11394/6646.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hamman L. Critical theory, transformative learning and mindfulness: A case study of a mindfulness training programme . [Thesis]. University of the Western Cape; 2018. Available from: http://hdl.handle.net/11394/6646

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

2. Pemberton, Jennifer Lynn. "i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:”.

Degree: EdD, Adult Education, 2016, Penn State University

 The purpose of this narrative study was two-fold: (a) to examine how breastfeeding mothers learn they are members of a marginalized group; and (b) to… (more)

Subjects/Keywords: Adult education; adult learning; women's learning; feminist pedagogy; emancipatory learning; activist learning; breastfeeding

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APA (6th Edition):

Pemberton, J. L. (2016). "i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:”. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/27703

Chicago Manual of Style (16th Edition):

Pemberton, Jennifer Lynn. “"i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:”.” 2016. Doctoral Dissertation, Penn State University. Accessed November 14, 2019. https://etda.libraries.psu.edu/catalog/27703.

MLA Handbook (7th Edition):

Pemberton, Jennifer Lynn. “"i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:”.” 2016. Web. 14 Nov 2019.

Vancouver:

Pemberton JL. "i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:”. [Internet] [Doctoral dissertation]. Penn State University; 2016. [cited 2019 Nov 14]. Available from: https://etda.libraries.psu.edu/catalog/27703.

Council of Science Editors:

Pemberton JL. "i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:”. [Doctoral Dissertation]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/27703


Arizona State University

3. Papenfuss, Jason. Inside-Out Pedagogies: Transformative Innovations for Environmental and Sustainability Education.

Degree: Sustainability, 2019, Arizona State University

 Institutions of higher learning can be centers of meaning-making and learning and are expected to play a pivotal role in a global shift toward sustainability.… (more)

Subjects/Keywords: Education; Sustainability; Environmental education; Contemplation; Emancipatory Learning; Environmental Education; Sustainability Education; Transformative Learning

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APA (6th Edition):

Papenfuss, J. (2019). Inside-Out Pedagogies: Transformative Innovations for Environmental and Sustainability Education. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/53805

Chicago Manual of Style (16th Edition):

Papenfuss, Jason. “Inside-Out Pedagogies: Transformative Innovations for Environmental and Sustainability Education.” 2019. Doctoral Dissertation, Arizona State University. Accessed November 14, 2019. http://repository.asu.edu/items/53805.

MLA Handbook (7th Edition):

Papenfuss, Jason. “Inside-Out Pedagogies: Transformative Innovations for Environmental and Sustainability Education.” 2019. Web. 14 Nov 2019.

Vancouver:

Papenfuss J. Inside-Out Pedagogies: Transformative Innovations for Environmental and Sustainability Education. [Internet] [Doctoral dissertation]. Arizona State University; 2019. [cited 2019 Nov 14]. Available from: http://repository.asu.edu/items/53805.

Council of Science Editors:

Papenfuss J. Inside-Out Pedagogies: Transformative Innovations for Environmental and Sustainability Education. [Doctoral Dissertation]. Arizona State University; 2019. Available from: http://repository.asu.edu/items/53805


Penn State University

4. Motter, Jennifer L. Feminist Art Curriculum: Politicizing the Personal via Cyberpost Activism.

Degree: PhD, Art Education, 2012, Penn State University

 Exploring the theory the personal is political, this critical emancipatory case study seeks to empower women and disrupt virtual world discourses via women's intervention of… (more)

Subjects/Keywords: feminist pedagogy; PostSecret; critical emancipatory case study; informal learning; activism; cyberfeminism; art curriculum

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APA (6th Edition):

Motter, J. L. (2012). Feminist Art Curriculum: Politicizing the Personal via Cyberpost Activism. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/14180

Chicago Manual of Style (16th Edition):

Motter, Jennifer L. “Feminist Art Curriculum: Politicizing the Personal via Cyberpost Activism.” 2012. Doctoral Dissertation, Penn State University. Accessed November 14, 2019. https://etda.libraries.psu.edu/catalog/14180.

MLA Handbook (7th Edition):

Motter, Jennifer L. “Feminist Art Curriculum: Politicizing the Personal via Cyberpost Activism.” 2012. Web. 14 Nov 2019.

Vancouver:

Motter JL. Feminist Art Curriculum: Politicizing the Personal via Cyberpost Activism. [Internet] [Doctoral dissertation]. Penn State University; 2012. [cited 2019 Nov 14]. Available from: https://etda.libraries.psu.edu/catalog/14180.

Council of Science Editors:

Motter JL. Feminist Art Curriculum: Politicizing the Personal via Cyberpost Activism. [Doctoral Dissertation]. Penn State University; 2012. Available from: https://etda.libraries.psu.edu/catalog/14180


Miami University

5. Banda, Emmanuel. Transformative Learning and Student Empowerment: Zimbabwean Graduate Students' Immersion into United States Higher Education.

Degree: PhD, Educational Leadership, 2014, Miami University

 This dissertation explores the transformative learning experiences of Zimbabwean graduate students studying in American higher education and the meanings they impute to their experiences. Anchored… (more)

Subjects/Keywords: Higher Education; Adult Education; Transformative leraning; informational learning; emancipatory epistemology; progressive educators and policymakers; international students

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APA (6th Edition):

Banda, E. (2014). Transformative Learning and Student Empowerment: Zimbabwean Graduate Students' Immersion into United States Higher Education. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1406820972

Chicago Manual of Style (16th Edition):

Banda, Emmanuel. “Transformative Learning and Student Empowerment: Zimbabwean Graduate Students' Immersion into United States Higher Education.” 2014. Doctoral Dissertation, Miami University. Accessed November 14, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406820972.

MLA Handbook (7th Edition):

Banda, Emmanuel. “Transformative Learning and Student Empowerment: Zimbabwean Graduate Students' Immersion into United States Higher Education.” 2014. Web. 14 Nov 2019.

Vancouver:

Banda E. Transformative Learning and Student Empowerment: Zimbabwean Graduate Students' Immersion into United States Higher Education. [Internet] [Doctoral dissertation]. Miami University; 2014. [cited 2019 Nov 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1406820972.

Council of Science Editors:

Banda E. Transformative Learning and Student Empowerment: Zimbabwean Graduate Students' Immersion into United States Higher Education. [Doctoral Dissertation]. Miami University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1406820972

6. Charissi, Athina. Από την κριτική συνειδητοποίηση στην αλλαγή;: η εμπειρία μιας ομάδας αμοιβαίας μάθησης εκπαιδευτικών.

Degree: 2017, University of Ioannina; Πανεπιστήμιο Ιωαννίνων

The present dissertation explores the experience of a mutual learning group of teachers, in terms of the participants’ raising of critical consciousness and potential shifts… (more)

Subjects/Keywords: Κριτική συνειδητοποίηση; Ομάδα Αμοιβαίας Μάθησης Εκπαιδευτικών; Πολυδιάστατη μάθηση; Κριτική Χειραφετητική - Συμμετοχική Έρευνα Δράσης; Critical consciousness; Mutual Learning Group of Teachers; Multidimensional learning; Critical Emancipatory – Participatory Action Research

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APA (6th Edition):

Charissi, A. (2017). Από την κριτική συνειδητοποίηση στην αλλαγή;: η εμπειρία μιας ομάδας αμοιβαίας μάθησης εκπαιδευτικών. (Thesis). University of Ioannina; Πανεπιστήμιο Ιωαννίνων. Retrieved from http://hdl.handle.net/10442/hedi/41433

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Charissi, Athina. “Από την κριτική συνειδητοποίηση στην αλλαγή;: η εμπειρία μιας ομάδας αμοιβαίας μάθησης εκπαιδευτικών.” 2017. Thesis, University of Ioannina; Πανεπιστήμιο Ιωαννίνων. Accessed November 14, 2019. http://hdl.handle.net/10442/hedi/41433.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Charissi, Athina. “Από την κριτική συνειδητοποίηση στην αλλαγή;: η εμπειρία μιας ομάδας αμοιβαίας μάθησης εκπαιδευτικών.” 2017. Web. 14 Nov 2019.

Vancouver:

Charissi A. Από την κριτική συνειδητοποίηση στην αλλαγή;: η εμπειρία μιας ομάδας αμοιβαίας μάθησης εκπαιδευτικών. [Internet] [Thesis]. University of Ioannina; Πανεπιστήμιο Ιωαννίνων; 2017. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/10442/hedi/41433.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Charissi A. Από την κριτική συνειδητοποίηση στην αλλαγή;: η εμπειρία μιας ομάδας αμοιβαίας μάθησης εκπαιδευτικών. [Thesis]. University of Ioannina; Πανεπιστήμιο Ιωαννίνων; 2017. Available from: http://hdl.handle.net/10442/hedi/41433

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

7. Φραγκάκη, Μαρία. Δημιουργία ηλεκτρονικής κοινότητας μάθησης για την παιδαγωγική αξιοποίηση των τεχνολογιών πληροφορίας και επικοινωνίας στην εκπαιδευτική πράξη: μελέτη ενός πολυμορφικού μοντέλου εφαρμογής με χειραφετικό γνωσιακό ενδιαφέρον.

Degree: 2008, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ)

 This emancipatory action- research started in February, 2006 and was completed in June, 2007.The main objective, was to put into practice an educational and research-teaching… (more)

Subjects/Keywords: Τεχνολογίες Πληροφοριών και Επικοινωνιών (ΤΠΕ); Ηλεκτρονικές κοινότητες μάθησης; Χειραφετικό γνωσιακό ενδιαφέρον; Πολυμορφικό μοντέλο εφαρμογής; Επιμορφωτική και ερευνητική-διδακτική δράση; Information communication technologies; E-learning communities; Emancipatory cognitive interest; Polymorphic implementation model; Training and research-instructive action

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APA (6th Edition):

Φραγκάκη, . . (2008). Δημιουργία ηλεκτρονικής κοινότητας μάθησης για την παιδαγωγική αξιοποίηση των τεχνολογιών πληροφορίας και επικοινωνίας στην εκπαιδευτική πράξη: μελέτη ενός πολυμορφικού μοντέλου εφαρμογής με χειραφετικό γνωσιακό ενδιαφέρον. (Thesis). National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Retrieved from http://hdl.handle.net/10442/hedi/23920

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Φραγκάκη, Μαρία. “Δημιουργία ηλεκτρονικής κοινότητας μάθησης για την παιδαγωγική αξιοποίηση των τεχνολογιών πληροφορίας και επικοινωνίας στην εκπαιδευτική πράξη: μελέτη ενός πολυμορφικού μοντέλου εφαρμογής με χειραφετικό γνωσιακό ενδιαφέρον.” 2008. Thesis, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Accessed November 14, 2019. http://hdl.handle.net/10442/hedi/23920.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Φραγκάκη, Μαρία. “Δημιουργία ηλεκτρονικής κοινότητας μάθησης για την παιδαγωγική αξιοποίηση των τεχνολογιών πληροφορίας και επικοινωνίας στην εκπαιδευτική πράξη: μελέτη ενός πολυμορφικού μοντέλου εφαρμογής με χειραφετικό γνωσιακό ενδιαφέρον.” 2008. Web. 14 Nov 2019.

Vancouver:

Φραγκάκη . Δημιουργία ηλεκτρονικής κοινότητας μάθησης για την παιδαγωγική αξιοποίηση των τεχνολογιών πληροφορίας και επικοινωνίας στην εκπαιδευτική πράξη: μελέτη ενός πολυμορφικού μοντέλου εφαρμογής με χειραφετικό γνωσιακό ενδιαφέρον. [Internet] [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2008. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/10442/hedi/23920.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Φραγκάκη . Δημιουργία ηλεκτρονικής κοινότητας μάθησης για την παιδαγωγική αξιοποίηση των τεχνολογιών πληροφορίας και επικοινωνίας στην εκπαιδευτική πράξη: μελέτη ενός πολυμορφικού μοντέλου εφαρμογής με χειραφετικό γνωσιακό ενδιαφέρον. [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2008. Available from: http://hdl.handle.net/10442/hedi/23920

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Victoria

8. Belle-Isle, Lynne. At the table with people who use drugs: transforming power inequities.

Degree: Program: Social Dimensions of Health, 2016, University of Victoria

 Background: People who use illegal drugs are disproportionately affected by HIV and hepatitis C, stigmatization and social exclusion. Health inequities are worsened by drug policy… (more)

Subjects/Keywords: social inclusion; social dimensions of health; social determinants of health; people who use drugs; power inequities; power relations; practice guidelines; harm reduction; health inequities; critical emancipatory inquiry; community-based participatory research; decision-making structures; transformative learning; models of inclusion

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APA (6th Edition):

Belle-Isle, L. (2016). At the table with people who use drugs: transforming power inequities. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/7199

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Belle-Isle, Lynne. “At the table with people who use drugs: transforming power inequities.” 2016. Thesis, University of Victoria. Accessed November 14, 2019. http://hdl.handle.net/1828/7199.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Belle-Isle, Lynne. “At the table with people who use drugs: transforming power inequities.” 2016. Web. 14 Nov 2019.

Vancouver:

Belle-Isle L. At the table with people who use drugs: transforming power inequities. [Internet] [Thesis]. University of Victoria; 2016. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/1828/7199.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Belle-Isle L. At the table with people who use drugs: transforming power inequities. [Thesis]. University of Victoria; 2016. Available from: http://hdl.handle.net/1828/7199

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

9. Mapotse, Tomé Awshar. The teaching practice of senior phase technology education teachers in selected schools of Limpopo Province : an action research study .

Degree: 2012, University of South Africa

 This is an Action Research (AR) study with the senior phase Technology teachers at selected schools of Limpopo Province. The study was motivated by the… (more)

Subjects/Keywords: Technology (learning area/subject); Technology education; Emancipation; Empowerment; National Curriculum Statement; Curriculum and Assessment Policy Statement; Action research; Action research cycle; Critical theory; Emancipatory paradigms; Ethical protocol; Interim analysis; Data set; Limpopo Province

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APA (6th Edition):

Mapotse, T. A. (2012). The teaching practice of senior phase technology education teachers in selected schools of Limpopo Province : an action research study . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/7717

Chicago Manual of Style (16th Edition):

Mapotse, Tomé Awshar. “The teaching practice of senior phase technology education teachers in selected schools of Limpopo Province : an action research study .” 2012. Doctoral Dissertation, University of South Africa. Accessed November 14, 2019. http://hdl.handle.net/10500/7717.

MLA Handbook (7th Edition):

Mapotse, Tomé Awshar. “The teaching practice of senior phase technology education teachers in selected schools of Limpopo Province : an action research study .” 2012. Web. 14 Nov 2019.

Vancouver:

Mapotse TA. The teaching practice of senior phase technology education teachers in selected schools of Limpopo Province : an action research study . [Internet] [Doctoral dissertation]. University of South Africa; 2012. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/10500/7717.

Council of Science Editors:

Mapotse TA. The teaching practice of senior phase technology education teachers in selected schools of Limpopo Province : an action research study . [Doctoral Dissertation]. University of South Africa; 2012. Available from: http://hdl.handle.net/10500/7717


University of New Mexico

10. Padilla, Alexis C. RACE, DISABILITY AND THE POSSIBILITIES OF RADICAL AGENCY: TOWARD A POLITICAL PHILOSOPHY OF DECOLONIAL CRITICAL HERMENEUTICS IN LATINX DISCRIT.

Degree: Language, Literacy, and Sociocultural Studies, 2018, University of New Mexico

  The present dissertation is a non-empirical methodology project grounded in political philosophy. As a practical exercise, it bridges knowledge workers (e.g., educators, action researchers… (more)

Subjects/Keywords: disability studies; political philosophy; critical hermeneutics; decolonial theory; emancipatory learning; radical agency; blindness; movement building; Latinx identity; Adult and Continuing Education; Bilingual, Multilingual, and Multicultural Education; Disability and Equity in Education; Disability Studies; Education; Educational Leadership; Leadership Studies; Social and Behavioral Sciences; Social and Philosophical Foundations of Education; Sociology

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APA (6th Edition):

Padilla, A. C. (2018). RACE, DISABILITY AND THE POSSIBILITIES OF RADICAL AGENCY: TOWARD A POLITICAL PHILOSOPHY OF DECOLONIAL CRITICAL HERMENEUTICS IN LATINX DISCRIT. (Doctoral Dissertation). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/educ_llss_etds/96

Chicago Manual of Style (16th Edition):

Padilla, Alexis C. “RACE, DISABILITY AND THE POSSIBILITIES OF RADICAL AGENCY: TOWARD A POLITICAL PHILOSOPHY OF DECOLONIAL CRITICAL HERMENEUTICS IN LATINX DISCRIT.” 2018. Doctoral Dissertation, University of New Mexico. Accessed November 14, 2019. https://digitalrepository.unm.edu/educ_llss_etds/96.

MLA Handbook (7th Edition):

Padilla, Alexis C. “RACE, DISABILITY AND THE POSSIBILITIES OF RADICAL AGENCY: TOWARD A POLITICAL PHILOSOPHY OF DECOLONIAL CRITICAL HERMENEUTICS IN LATINX DISCRIT.” 2018. Web. 14 Nov 2019.

Vancouver:

Padilla AC. RACE, DISABILITY AND THE POSSIBILITIES OF RADICAL AGENCY: TOWARD A POLITICAL PHILOSOPHY OF DECOLONIAL CRITICAL HERMENEUTICS IN LATINX DISCRIT. [Internet] [Doctoral dissertation]. University of New Mexico; 2018. [cited 2019 Nov 14]. Available from: https://digitalrepository.unm.edu/educ_llss_etds/96.

Council of Science Editors:

Padilla AC. RACE, DISABILITY AND THE POSSIBILITIES OF RADICAL AGENCY: TOWARD A POLITICAL PHILOSOPHY OF DECOLONIAL CRITICAL HERMENEUTICS IN LATINX DISCRIT. [Doctoral Dissertation]. University of New Mexico; 2018. Available from: https://digitalrepository.unm.edu/educ_llss_etds/96


University of South Africa

11. Van Aswegen, Elsie Johanna. Critical reflective practice : conceptual exploration and model construction.

Degree: 1998, University of South Africa

 Although it is relatively easy to study and learn about a practice discipline in the safe environment of an academic institution, it is far more… (more)

Subjects/Keywords: Critical reflective practice; Critical thinking; Critical reflective learning; Reflection; Creativity; Praxis; (Self-) Consciousness; Transformative intellectual; Regulation through choice; Transformative intellectual; Emancipatory learning; Guided critical reflective technique; Dialogical thinking; Empowerment; Autonomy; Vision; Motivation; Communication; Caring & naturalistic paradigm

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Van Aswegen, E. J. (1998). Critical reflective practice : conceptual exploration and model construction. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/16243

Chicago Manual of Style (16th Edition):

Van Aswegen, Elsie Johanna. “Critical reflective practice : conceptual exploration and model construction.” 1998. Doctoral Dissertation, University of South Africa. Accessed November 14, 2019. http://hdl.handle.net/10500/16243.

MLA Handbook (7th Edition):

Van Aswegen, Elsie Johanna. “Critical reflective practice : conceptual exploration and model construction.” 1998. Web. 14 Nov 2019.

Vancouver:

Van Aswegen EJ. Critical reflective practice : conceptual exploration and model construction. [Internet] [Doctoral dissertation]. University of South Africa; 1998. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/10500/16243.

Council of Science Editors:

Van Aswegen EJ. Critical reflective practice : conceptual exploration and model construction. [Doctoral Dissertation]. University of South Africa; 1998. Available from: http://hdl.handle.net/10500/16243


North Carolina State University

12. Newville, Sandra. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.

Degree: EdD, Adult and Community College Education, 2007, North Carolina State University

 This study describes the framework that artists use to create works of art that foster emancipatory responses in viewers. Then it relates that framework to… (more)

Subjects/Keywords: critical subjectivity; artists? process; emancipatory education; Dewey; diversity of knowing; The Aesthetic Dimension; adult education; abstract knowledge; worldviews; knowledge construction; knowing yourself; John Heron; John Dewey; artistic transcendence; artistic thinking; perceptual function; open-ended thinking; organic perspective; painting; critical consciousness; creativity; presentational knowing; pragmatism; practical mode; teaching from the heart; teaching by feeling; tacit knowledge; artistic intelligence; intuitive cognition; interpersonal intelligence; interaction of self and world; integration of self and world; integrated knowing; integral experience; inertia of habit; imagination; artist educator; art and reason; practical knowing; art and emancipation; Art and Experience; affect; affective mode; agency; analytic aesthetics; art; direct experience; democratic classrooms; Csikszentimihalyi; critical theory; conceptual mode; contextual learning; continuous reflection; phenomenology; phenomenological aesthetics; ways of seeing; whole person; whole person knowing; ways of knowing; unmediated experience; unified ways of knowing; aesthetic ways of knowing; aesthetic experience; trusting the process; The Art of Seeing; thinking and feeling; thinking and painting; thinking beyond reason; transcendental function; transformative learning; subjectivity; subjective reality; ruptura; relational knowing; reflection; rebellious subjectivity; propositional knowing; rational thinking; rational ways of knowing; objective reality; Marcuse; knowledge creation; imaginal mode; Herbert Marcuse; feeling; experiential knowing; emotional function; emotion; emancipatory experience; emancipatory learning; emancipatory values; perspective transformation; dynamics of feeling; critical reflection; critical creativity; critical pragmatism; cognitive function; centered knowing; authentic voice; authentic knowing; authentic experience; arts-based research; artists; artistic ways of knowing

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APA (6th Edition):

Newville, S. (2007). Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3991

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Newville, Sandra. “Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.” 2007. Thesis, North Carolina State University. Accessed November 14, 2019. http://www.lib.ncsu.edu/resolver/1840.16/3991.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Newville, Sandra. “Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.” 2007. Web. 14 Nov 2019.

Vancouver:

Newville S. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. [Internet] [Thesis]. North Carolina State University; 2007. [cited 2019 Nov 14]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3991.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Newville S. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. [Thesis]. North Carolina State University; 2007. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3991

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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