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This paper is a personal reflection on Freire's influence on one Australian adult educator. I eschew the normal journal article structure and tell a tale of how Freire has influenced my practice and thinking in adult education and community activism over half a century. The narrative is structured as a montage, moving forward in time from the late 194o's, when Freire first began to develop his praxis, to today. The story is framed by two key Freirean concepts, generative themes and codes, and by concepts drawn from adult and professional education, political economy and ecology. These concepts are embedded in the narrative, rather than discussed separately: they help me to tell the story and they are part of the story. [ABSTRACT FROM AUTHOR]

This article reflects on work as a radical-feminist adult educator and as part of a group of academics from 10 universities who have developed new national qualifications in the Adult Education Community and Training Sector (ACET) for Higher Education in South Africa. The qualification will respond to the training needs of Adult Education Community lecturers and practitioners, and thereby indirectly contribute to the education and training needs of the communities, unemployed adults and youth who require skills to find employment. In the design of this qualification we sought to ensure the inclusion in the qualification of the new policy requirements, critical transformative educational practices, and perspectives from community educators, as well as recent demands from students for a decolonised curriculum. Sometimes these frameworks are in contradiction to one another, particularly in a neo-liberal context in which education has a strong focus on the workplace. I provide evidence from a qualitative study on student motivations to study further that shows that whilst there is a concern with education for skills development to grow the economy, there are still present strong political motivations to learn on the part of students and therefore it is imperative to teach from all these standpoints.

Background: Undergraduate nursing students have been documented to experience ethical distress during their clinical training and felt poorly supported in discussing the ethical issues they encountered. Research aims: This study was aimed at exploring nursing students' perceived opportunity to discuss ethical issues that emerged during their clinical learning experience and associated factors. Research design: An Italian national cross-sectional study design was performed in 2015–2016. Participants were invited to answer a questionnaire composed of four sections regarding: (1) socio-demographic data, (2) previous clinical learning experiences, (3) current clinical learning experience quality and outcomes, and (4) the opportunity to discuss ethical issues with nurses in the last clinical learning experience (from 0 – 'never' to 3 – 'very much'). Participants and research context: Participants were 9607 undergraduate nursing students who were attending 95 different three-year Italian baccalaureate nursing programmes, located at 27 universities in 15 Italian regions. Ethical considerations: This study was conducted in accordance with the Human Subject Research Ethics Committee guidelines after the research protocol was approved by an ethics committee. Findings: Overall, 4707 (49%) perceived to have discussed ethical issues 'much' or 'very much'; among the remaining, 3683 (38.3%) and 1217 (12.7%) students reported the perception of having discussed, respectively, 'enough' or 'never' ethical issues emerged in the clinical practice. At the multivariate logistic regression analysis explaining 38.1% of the overall variance, the factors promoting ethical discussion were mainly set at the clinical learning environment levels (i.e. increased learning opportunities, self-directed learning, safety and nursing care quality, quality of the tutorial strategies, competences learned and supervision by a clinical nurse). In contrast, being male was associated with a perception of less opportunity to discuss ethical issues. Conclusion: Nursing faculties should assess the clinical environment prerequisites of the settings as a context of student experience before deciding on their accreditation. Moreover, the nursing faculty and nurse managers should also enhance competence with regard to discussing ethical issues with students among clinical nurses by identifying factors that hinder this learning opportunity in daily practice. [ABSTRACT FROM AUTHOR]

The result of this research reveals that critical thinking skills possessed by the students in the pesantren has been developed through several learning approaches implemented during learning process in the pesantren. Among the approaches are critical awareness on the study of classical books (bahtsul masâil), discussion and debate in which students and teachers are equal in presenting ideas (cooperative and collaborative strategies are also embedded in this approach), and problem solving approach in which contextual issues are posed and solved. While creating students to be critical, such approaches were found to preserve students’ moral attitude to the teachers that has been skeptically seen will be deminished. DOI: 10.15408/tjems.v1i2.1265

This article reflects on work as a radical-feminist adult educator and as part of a group of academics from 10 universities who have developed new national qualifications in the Adult Education Community and Training Sector (ACET) for Higher Education in South Africa. The qualification will respond to the training needs of Adult Education Community lecturers and practitioners, and thereby indirectly contribute to the education and training needs of the communities, unemployed adults and youth who require skills to find employment. In the design of this qualification we sought to ensure the inclusion in the qualification of the new policy requirements, critical transformative educational practices, and perspectives from community educators, as well as recent demands from students for a decolonised curriculum. Sometimes these frameworks are in contradiction to one another, particularly in a neo-liberal context in which education has a strong focus on the workplace. I provide evidence from a qualitative study on student motivations to study further that shows that whilst there is a concern with education for skills development to grow the economy, there are still present strong political motivations to learn on the part of students and therefore it is imperative to teach from all these standpoints. [ABSTRACT FROM AUTHOR]

The critique of education in recent critical humanistic scholarship has pressed for everyday classroom to embrace critical pedagogy that enables the learner to understand, interrogate, and transform not only the discursive functioning of classroom teaching and learning practices but also of everyday life practices in the larger social world. When society is marred with issues of class, race, caste, gender, colour, and of many other dehumanizing (human) problems, the practice of education can no more remain uncritical of what is going on, why, and in whose interest. Drawing on the philosophy of education of Paulo Freire and Gayatri Spivak, especially their critical pedagogical engagement with the subaltern Other, this paper makes a case for how critical pedagogy informs, performs and transforms education in everyday classroom and, in the case of subaltern life narrative(s) as teaching/learning material, how it enables the learner(s) toward critical learning: learning to learn from the Other in a dialogic praxis. To address this, we present C. K. Janu’s life narrativeMother Forest: The Unfinished Story of C.K. Januas a case study that documents the existential precarity of tribal lives in contemporary India. [ABSTRACT FROM PUBLISHER]

Marginalised, disadvantaged students fi nd the habitus of western, higher education institutions most unwelcoming. Central to the diffi culties, which they experience, is the defi cit-based compensatory model of widening participation applied to non-traditional learners. This model is refl ected in the “culture of poverty” hypothesis favoured by neo-liberal institutions as the means of “fi xing” the problems experienced by learners from disadvantaged backgrounds. Culture of poverty suggests people from lower socio-economic backgrounds share a series of universally consistent values and behaviours and places responsibility for the diffi culties, experiences by these individuals, with the individuals themselves and their communities rather than any systemic failings. Dealing with the problems experienced by those on the margins of society requires removing the defi cit paradigm and replacing it with an asset-based structure, grounded in critical learning practices. [ABSTRACT FROM AUTHOR]

This article documents the transformation of cognitive and relational dispositions within a group of 14 White female undergraduate students ranging in age from 18 to 21 years and enrolled in a semester-long diversity course. Using Mezirow's transfor-mative learning theory as an interpretive frame to guide our phenomenological analysis of written assignments, data revealed that students experienced multiple cognitive and relational transformative processes. Findings suggest that transformative learning the-ory's (Kitchenham, 2008; Mezirow & Associates, 2000) framework around processes of transformation is a useful analytical framework for capturing students' unique transformative learning processes or journeys. Findings further suggest that, students' relationships with members of cultural communities previously unfamiliar to them were an important part of students' transformative journeys. These relationships pro-vided students with tangible experiences that assisted them in shifting their worldviews and arriving at greater understanding of how inequality, oppression, and prejudice impact the daily lives of others. Finally, the findings indicate that instructors' perspec-tives on what accounts for a transformative process is often not aligned with students' opinions of their own growth and development. The study concludes that transforma-tion is a process, and that all steps are a necessary part of a transformative experience [ABSTRACT FROM AUTHOR]

A long-standing debate in the negotiation field is whether negotiators can actually change their styles. In this article I offer two contributions to the literature and its pedagogy by suggesting that we shift the focus of the debate. Instead of considering negotiator styles as fixed predispositions, I propose that we view them as actions resulting from learning. From this perspective, the conflict-negotiation dynamic can be conceived as a critical learning process and negotiators as critical learners. We can then trace and incorporate the impact of negative emotions on learning and on the action it informs. I offer a system dynamic model to account for the cyclical links between actual conflicts, defensiveness, learning, and negotiators’ habitual responses to conflicts. Pedagogically, the model can be used descriptively to help negotiators understand such responses to actual conflicts, and prescriptively to garner their potential to change and transform. I share the experience of using the model in my classes and provide examples from helping negotiators unsettle their frames of reference and the assumptions they hold. [ABSTRACT FROM AUTHOR]

The intellectual and substantive resources of Critical Management Studies are difficult to use in the typical managerialist undergraduate classroom. Their emphasis on power, exploitation and subordination often 'jar' with conventional curricula. In this article I offer a 'three moves' approach to teaching critical management studies that provides a means of 'smoothing' the 'entry' of these resources into undergraduate teaching. The 'three moves' involve (1) distinguishing between different forms of knowledge, (2) locating organizational politics at the centre of work organizations, and (3) using dramatic, empirically based, scripts as the basis for engaging with organizational problems. The approach locates management practice in 'real world' management dilemmas and provokes students to consider, as they come to grips with critical analytical resources, not just how they might perform as managers, but how they might best engage as organizational participants. [ABSTRACT FROM AUTHOR]

Team Syntegrity is a systemic protocol designed by Stafford Beer for organising non-hierarchical and democratic conversations among a set number of participants. Contrary to those of other systemic protocols or methodologies, the rules or restrictions it provides are about the conversational structure, but make no reference to conversational contents. As a study of Paulo Freire's idea of critical consciousness reveals, while structure-based restrictions can help to properly deal with the views already brought into the conversation by its participants, they cannot guarantee that all the relevant aspects or views will actually be brought in and considered. The specification of some aspects of Team Syntegrity, however, such as the participant selection, and the roles of advocates, critics and facilitators, may still have some effect on the contents that are likely to be taken into account in the conversation. Therefore, they constitute possible sources for this protocol's future improvement. Copyright © 2006 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

This paper explores how the critical learning dimension in an English for academic purposes (EAP) programme in a British university is developed in the context of one classroom task. The focus is on the speaking element of the activity which requires students in pairs to explore each other’s personal language history (PLH), present the account to the class as a whole, and finally write it up in an academic style as homework. Ethnographic observation and interview data are used to describe the task process in the classroom and the teacher’s and students’ views of it. The pedagogical features of the activity are situated in the programme as a whole, i.e. the institutional specification and the teacher’s introduction in the first session. The learning goals of both the programme and the task are related to current debates on pragmatic and critical approaches in EAP. The classroom and interview data are analysed using a framework for critical learning developed by Robert Young [Critical theory and classroom talk. Clevedon: Multilingual Matters, 1992]. The conclusion discusses the nature and process of critical learning as evidenced by the PLH task, the role of speaking in the development of the critical faculty in the EAP classroom, and how pedagogical approaches in relation to these might benefit from further evaluation and research. [Copyright &y& Elsevier]