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Adolescents' self-described transformations and their alignment with transformative learning theory.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Adolescents' self-described transformations and their alignment with transformative learning theory./
Author:	Larson, Katie Titus.
Description:	1 online resource (239 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:	Dissertation Abstracts International78-08A(E).
Subject:	Women's studies. -
Online resource:	click for full text (PQDT)
ISBN:	9781369659412

Adolescents' self-described transformations and their alignment with transformative learning theory.
Larson, Katie Titus.

Adolescents' self-described transformations and their alignment with transformative learning theory. - 1 online resource (239 pages)

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

This phenomenological, collaborative inquiry explored the depth of two adolescent girls' lived experiences during their high school years and the degree to which their self-described transformative incidents aligned with transformative learning theory. Traditionally this theory has been reserved for adults, yet the current paradigm may have overlooked the capabilities of modern adolescents to not only experience, but to describe and interpret transformative learning in ways both similar to and unique from adults. My two 19-year-old co-researchers and I examined four years of their self-identified transformative incidents by breaking them into components, analyzing the language within, and seeking evidence of critical self-reflection throughout; and then compared the extent to which the incidents aligned with the frameworks of adult transformative learning theory. Findings indicate that the co-researchers did experience transformative learning as defined by several theorists and exhibited both adult-like capabilities of: critical self-reflection, rational discourse, and reflective action; and adolescent-like aspects of: the development of identity, self-authorship, and empathy. This study challenges current assumptions in the theory and adds to the holism of the field. This Dissertation is available in Open Access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu and OhioLink ETD Center, http://www.ohiolink.edu/etd.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369659412Subjects--Topical Terms:

572871
Women's studies.
Index Terms--Genre/Form:

554714
Electronic books.

Adolescents' self-described transformations and their alignment with transformative learning theory.
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500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
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504 $a Includes bibliographical references
520 $a This phenomenological, collaborative inquiry explored the depth of two adolescent girls' lived experiences during their high school years and the degree to which their self-described transformative incidents aligned with transformative learning theory. Traditionally this theory has been reserved for adults, yet the current paradigm may have overlooked the capabilities of modern adolescents to not only experience, but to describe and interpret transformative learning in ways both similar to and unique from adults. My two 19-year-old co-researchers and I examined four years of their self-identified transformative incidents by breaking them into components, analyzing the language within, and seeking evidence of critical self-reflection throughout; and then compared the extent to which the incidents aligned with the frameworks of adult transformative learning theory. Findings indicate that the co-researchers did experience transformative learning as defined by several theorists and exhibited both adult-like capabilities of: critical self-reflection, rational discourse, and reflective action; and adolescent-like aspects of: the development of identity, self-authorship, and empathy. This study challenges current assumptions in the theory and adds to the holism of the field. This Dissertation is available in Open Access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu and OhioLink ETD Center, http://www.ohiolink.edu/etd.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
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