Text in Afrikaans / Die doel van die studie is om krities te besin oor die noodsaaklikheid van Fundamentele Andragogiek in die opleiding van onderwysers in 'n kontemporer-moderne wereld, ten einde aan te toon dat dosente beter toegerus vir hulle begeleidingstaak sal wees indien hulle oor kennis van Fundamentele Andragogiek beskik. HOOFSTUK EEN Die tema word ingelei deur titel- en begripsverheldering, probleemstelling, doelformulering, metodologiese verantwoording en programaankondiging. HOOFSTUK TWEE Fundamentele Andragogiek word antropologies-ontologies begrond, enkele grondvorme van menswees word beskryf en uitgele en aandag word gegee aan die hunkeringe van die onderwysstudent-in-opleiding as ageinsgebeure. HOOFSTUK DRIE 'n Snel veranderende wereld waarin onderwysersopleiding voltrek word, word ondersoek om vas te stel in watter mate snelle verandering 'n bedreiging vir die grondvorme van menswees inhou. HOOFSTUK VIER Die opleiding van onderwysers in 'n kontemporer-moderne RSA word ondersoek, om vas te stel watter eise en verwagtinge die Ministerie van Onderwys en Opleiding het. HOOFSTUK VYF 'n Terugskou word op die studie gedoen en en enkele toekomstake word ge'identifiseer. / The study aimed at reflecting critically on the need for Fundamental Andragogics in the training of teachers in a contemporary modern world. CHAPTER ONE The theme is introduced through clarification of the title and concepts, stating problems, goal setting, methodological justification and exposition of further programme. CHAPTER TWO Fundamental Andragogics is anthropologic-ontologically grounded. Some basic forms of being human are described and attention is given to the yearnings of the teacher trainee. CHAPTER THREE The rapidly changing world is researched in order to ascertain to what extent rapid change poses a threat to the basic forms of being human. CHAPTER FOUR The training of teachers in a contemporary modern RSA is researched in order to ascertain what the demands and expectations of the Ministry of Education and Training are. CHAPTER FIVE The study is viewed in retrospect and some future objectives for teacher training are identified. / Educational Studies / M. Ed. (Philosophy of Education)

This thesis explores an autoethnography which is written in the spirit of ubuntu, with and through others. Viewing this as an ethically responsible methodology for educational research conducted in and between the Global North and the Global South, this autoethnography foregrounds both self and other. The story of a practitioner- researcher unfolds around a move from disillusionment with the examinations factories of the English education system into exploring a human ethic of essential care (Boff, 2005) and a pedagogy of unconditional love (Andreotti, 2011) in a Brazilian non- government organisation. In these shifting contexts, the writer shares a journey of critical reflection (Brookfield, 1995; 2000) on ethical relationships in research and education, deconstructing the hegemonic assumptions underpinning her worldview. Borrowing insight from postmodern philosophy for education and actionable postcolonial theory in education, a journey of (un)learning unfolds as the author grapples with taken-for-granted assumptions about and in the Global South. The aims of the study emerge from a life lived forward (Muncey, 2005) through critical reflection on the ends of education and the role of the practitioner-researcher. As such, the nature of data collection becomes a process of data creation incorporating a rich tapestry of research conversations, images, sounds and other embodied memories. As ethical relations become a central focus of the author’s critical reflection, the author has sought to minimise her inflection on the data and in doing so includes many of the original contributions gifted to her throughout a two year period. Through critical self- scrutiny and reflection the author has been able to examine her own educational and cultural assumptions through a different lens in the Global South. The beauty of this autoethnography lies in exploring the kinds of intercultural spaces the author and others inhabit in twenty-first century research and classrooms.

Dans un contexte social où se renégocie le contrat de genre, l’exploration des voies empruntées par les hommes pour (apprendre à) changer leur comportement, aussi bien que leurs croyances et leurs connaissances sur la masculinité, est particulièrement importante. Située dans le champ des études sur le genre masculin et de l’andragogie, l’étude explore le processus d’apprentissage d’adultes faisant partie du Réseau Hommes Québec (RHQ). En utilisant une méthodologie qualitative, des entretiens semi-dirigés ont été effectués auprès de 16 membres de cette organisation d’entraide visant la remise en question des rôles de genre traditionnels masculins et encourageant le développement personnel des hommes. Si la plupart des répondants n’ont pas transformé radicalement leur conception de la masculinité, qui demeure souvent abstraite, leur façon de se voir comme homme a changé radicalement. Les émotions et les relations ont joué un rôle prépondérant dans le développement d’une réflexion critique sur le genre, le leur comme celui des autres. Le plus souvent, ils ont eu le courage de sentir, d’être et d’agir de façon inédite avec d’autres hommes. Cela a représenté, pour pratiquement tous les répondants, une véritable révolution intérieure qui leur a fait prendre conscience qu’ils étaient sensibles, qu’ils avaient besoin d’autrui et qu’ils pouvaient approcher d’autres hommes sans que leur orientation (hétéro)sexuelle soit menacée. Cette thèse met également en perspective que le contexte de groupe est crucial dans l’évolution des hommes. La socialisation masculine inédite vécue dans le Réseau favorise chez tous les répondants la découverte de modèles de masculinité différents. En plus d’y vivre des occasions uniques de développer des compétences relationnelles, sociales et communicationnelles qui les rapprochent de leurs proches, les répondants éprouvent dans les groupes du RHQ un sentiment puissant de pouvoir partager de l’intimité masculine. Ce nouveau mode d’interaction s’appuie sur les règles de fonctionnement et les rituels en vigueur dans le Réseau. Ils mettent l’accent sur la nature personnelle et subjective de la communication, défiant en cela les préceptes de la masculinité traditionnelle. En mettant en évidence que les hommes développent une conscience critique permettant de reconnaître et de comprendre l’importance de la culture masculine hégémonique et son impact sur leur vie, cette recherche révèle le potentiel transformationnel des apprentissages effectués par les 16 répondants dans des groupes d’entraide du RHQ. De cette conscientisation résulte une nouvelle conceptualisation de ce que signifie être un homme qui mène les participants à se voir autrement, à croire en eux-mêmes et en leur capacité à prendre le contrôle de leur vie. Pour conclure cette thèse, quelques pistes de réflexion pour guider de futures recherches relatives à la transformation de perspective sont présentées. Il est notamment question, en plus d’avoir recours à des entretiens rétrospectifs semi-dirigés, de combiner les méthodologies qualitatives et quantitatives, de procéder à des observations systématiques des situations d’apprentissage (rencontres de groupe) et de ne pas se concentrer exclusivement sur ceux qui sont supposés vivre la transformation, mais d’élargir cette collecte à d’autres sources d’information (familles, collègues de travail, voisins, thérapeutes individuels), le tout dans une perspective longitudinale. / In a social context where gender conventions are renegotiated, the exploration of ways taken by men to (learn to) change their behavior, as well as their beliefs and knowledge of masculinity, is particularly important. Situated in the fields of Men’s Studies and adult education, the study explores the learning process of adults being part of the “Réseau Hommes Québec” (RHQ). Using qualitative analysis methodology, semi-directed interviews were conducted with 16 members of this mutual aid organization aiming on the question of masculine traditional gender roles and encouraging the personal development of men. If most of the interviewees have not thoroughly transformed their conception of masculinity, which often remains abstract, their way to conceive themselves as men has changed radically. Emotions and relations have played a predominant role in the development of a critical reflection on gender, on their part as well as on others’. Most often, they had the courage to feel, to be and to act in an unobserved way with other men. This represented, for practically every interviewee, a real internal revolution making them realize that they were sensitive, that they needed others, and that they could get close to other men without threatening their own (hetero) sexual orientation. This thesis equally brings in perspective that the group context is a crucial element permitting men to evolve progressively. The unseen masculine socialization experienced in the Réseau (RHQ) has allowed all of the interviewees to discover different masculinity models. As well as offering them unique opportunities to develop relational, social, and communicational skills which promote harmony with their close ones, the RHQ groups have permitted the interviewees to experience a feeling of communitas, an impression of sharing masculine intimacy. This new interaction mode depends on regulations and rites in effect within the RHQ. They emphasize the personal and subjective nature of communication, challenging therein the traditional masculinity precepts. In intensifying that men develop a critical conscience allowing them to recognize and understand the importance of hegemonic masculine culture and its impact on their lives, this research reveals the potential of transformational learning performed by the 16 interviewees in the RHQ support groups for men. From this awareness will result a new conceptualization of being a man that will lead participants to perceive themselves otherwise, to believe in themselves as in their capacity to take control over their own lives. Finally, new reflection avenues are presented to guide future research related to perspective transformation. Notably, it is proposed that as well as having recourse to semi-directed retrospective interviews, to combine qualitative and quantitative methodology, to proceed with systematic observation of learning situations (group meetings), and to avoid concentrating exclusively on those who supposedly underwent the transformation, but to widen this data collect to other sources of information (family, work colleagues, neighbors, individual therapists), all in a enlarged perspective.

Made available in DSpace on 2016-04-28T18:23:14Z (GMT). No. of bitstreams: 1 Tese Palma Rigolon.pdf: 533191 bytes, checksum: bf2e4027dc74a6ebb25cea3822ea7fc5 (MD5) Previous issue date: 2006-05-19 / This dissertation aims at investigating the use of monographs as a tool for critical reflection. The theoretical framework has its focus on the critical reflection moves, description, informing, confronting and reconstruction, proposed by Smyth (1992) based on Freire (1970). It was also discussed the use of monographs as tools for reflection and the Theory of Discourse Functioning (Bronckart, 1997), as a basis for the understanding of the linguistic materiality of the monographs. This research was carried out in a private university of São Paulo and the two monographs studied were developed by two groups of undergraduate students of languages attending the last term. We analyzed if the four critical reflection moves proposed by Smyth (1992) based on Freire (1970) were shown on the monograph developed by the students. The data analysis and interpretation suggest that the critical reflection actions appeared throughout the monographs, although, the action of confronting appears very little. It was also observed that the pre-service teachers were able to reconstruct their actions, although they did not refer to any theoretical basis to support their arguments. The data also showed that the pre service students were discursively engaged / Esta tese objetiva investigar a utilização da monografia como instrumento para reflexão crítica na formação inicial de professores de língua estrangeira de um curso de Letras. A fundamentação teórica deste estudo tem seu foco principal nos movimentos da reflexão crítica propostos por Smyth (1992) com base nos postulados de Freire (1970). Lingüisticamente, baseio-me na teoria do funcionamento dos discursos, tal como proposta por Bronckart (1997), para discutir a materialidade lingüística das monografias. Foram estudadas duas monografias produzidas por dois grupos de alunos-professores, pertencentes ao último ano do curso de Letras de uma instituição de ensino superior, da rede particular, da cidade de São Paulo. Analisaram-se as ações da reflexão crítica (Smyth, 1992), que se mostraram no texto das várias seções que compõem as monografias. Os resultados mostram que as ações da reflexão crítica permeiam o trabalho monográfico; porém, o movimento do confrontar aparece de forma muito sutil. Observou-se também que os participantes conseguem reconstruir suas ações, porém não utilizam base teórica para dar suporte a tais mudanças. Ficou evidenciado que os alunos-professores se responsabilizam discursivamente por suas ações

Made available in DSpace on 2017-07-21T14:54:03Z (GMT). No. of bitstreams: 1 ZULEICA APARECIDA CABRAL.pdf: 1319067 bytes, checksum: d1b59e294d1e34872997d5b882440f26 (MD5) Previous issue date: 2013-03-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper discussed the identity reconfigurations of teachers compared to the processes of integration of digital technologies into their teaching practice research focuses primarily on the practices of digital literacies in school, since one of the related issues concerning the (re) identity configurations in a society with unprecedented technological advances amid a globalized society. These advances and changes directly affect the school and the teaching / learning. For these reasons, this thesis aimed to investigate how digital literacy practices are being viewed and used at school, if they are, from the point of view of teachers in the areas of humanities, exact and biological. The specific objectives was to: a) see how the digital literacy practices are being seen in school, b) describe whether the practices of digital literacies are worked in school by teachers in their classroom practices and to what extent this occurs and c) investigate identity configurations of teachers, effective participants in cyberspace through blogs, as autobiographical writing aimed at critical reflection on own performance. The theoretical part listed for this work was Braga (2005), Freitas (2010);Buzato (2010); Coscarelli (2007), Moran (2007), Hall (2006), Bauman (2005), Giddens (1991, 2002) among others. The research took place in two schools in the interior of Paraná,being a public school and a private school, and research participants are teachers who work at the two schools. The research is predominantly qualitative in view of their instruments and technical procedures employed, and these questionnaires, blogs created by teachers participating in which are found the perceptions of working with digital language classroom, group discussions with participants to debate about the use of digital technologies in teaching practice. Therefore, the research was characterized with mixed method research. It is especially important to note that this research craved contribute to teachers working through the practices of literacies / digital literacies and discussion groups, to reflect on new digital technologies in the classroom and also could adopt them before this virtual universe that gather individuals in a society filled with machines and digital equipment. Furthermore, we sought to achieve results that provide better understandings of the practices of literacies / digital literacies and the need for inclusion in the digital world, as well as issues related to the (re) shaping the identity of teachers in this environment / Neste trabalho,discute-se as reconfigurações identitárias dos professores ante aos processos de inserção de tecnologias digitais na prática docente A pesquisa tem como foco principal as práticas de letramentos digitais na escola, posto que uma das questões correlacionadas diz respeito às (re)configurações identitárias em uma sociedade com avanços tecnológicos sem precedentes em meio a uma sociedade globalizada. Esses avanços e mudanças afetam diretamente a escola e os processos de ensino/aprendizagem. Por essas razões é que a presente dissertação teve como objetivo geral investigar como as práticas de letramento digital estão sendo vistas e utilizadas, se é que estão sendo, em um grupo de escolas do interior do Paraná do ponto de vista dos professores das áreas de ciências humanas, exatas e biológicas. Os objetivos específicos visaram a: a) verificar como as práticas de letramento digital são vistas nessas escolas; b) descrever se as práticas de letramentos digitais são trabalhadas nesses ambientes pelos professores nas suas práticas de sala de aula e em que proporção isso ocorre e c) investigar configurações identitárias dos professores, participantes efetivos, no espaço cibernético por meio de blogs, como escrita autobiográfica visando à reflexão crítica da própria atuação. O referencial teórico utilizado para a elaboração deste trabalho foi Braga (2005); Freitas (2010); Buzato (2010); Coscarelli (2011); Moram (2007); Hall (2006); Bauman (2005); Giddens (1991; 2002) dentre outros. A pesquisa aconteceu em duas escolas,sendo uma escola pública e a outra particular, e os participantes da pesquisa são professores que atuam nessas instituições. A pesquisa é predominantemente qualitativa haja vista os instrumentos utilizados e procedimentos técnicos empregados, os quais são: questionários,blogs criados pelos professores participantes, nos quais são encontradas as percepções do trabalho com linguagem digital em sala de aula, discussões em grupo com os participantes para debate sobre o uso de tecnologias digitais na prática docente. Assim, a metodologia de pesquisa pode ser caracterizada como uma forma mista de investigação. É sobremodo importante assinalar que este estudo almejou contribuir para que professores atuantes, por meio das práticas de letramentos/letramentos digitais e grupos de discussão, pudessem refletir sobre a função de novas tecnologias digitais em sala de aula e também pudessem adotá-las, uma vez que esse universo virtual tem arrebanhado indivíduos em uma sociedade repleta de máquinas e equipamentos digitais. Além disso, pretendeu-se alcançar resultados que proporcionassem melhores e tendimentos acerca das práticas de letramentos/letramentos digitais e a necessidade de inserção no universo digital, bem como questões relacionadas à (re)configuração da identidade dos professores neste ambiente.

Made available in DSpace on 2016-04-27T14:31:55Z (GMT). No. of bitstreams: 1 MARIA CRISTINA BORTOLOZO DE OLIVEIRA MARTINS.pdf: 1595936 bytes, checksum: db553d1c542ff7dc0c3a6708511f197b (MD5) Previous issue date: 2006-10-11 / This research is based on the analysis of perceptions of public school teachers from the São Paulo school system in reference to the use of the new information and communication technologies in their teaching practice. Despite the importance of the continuing education projects offered by the São Paulo Secretary of Education for their public school teachers to appropriate these technologies, as well as the demands from the school community and contemporary society, unfortunately, this appropriation is not a reality within the set of schools in the public system. The initial hypothesis was founded on the large number of teachers who participated, and are participating in, the continuing education programs being offered. Over the course of the development of this qualitative research study, it became apparent that the participation in these programs was not sufficient to motivate some teachers to take the risk of breaking longstanding routines in order to incorporate the new technologies into their pedagogic practice. The study focused primarily on those teachers who have incorporated the new technologies into their daily teaching practice in an effort to identify the significance attributed to the technology by the teachers in their pedagogic actions. The result of the research shows that the necessary condition for the teacher s appropriation of the new technologies resides in his/her perception that these technologies contribute to personal emancipation. The contribution of this research study can be found in the presentation of the teacher as an intellectual advocate for the empowerment of subordinate groups which flock through the State public school system and who, looking at this situation, consider the new information and communication technologies, and in particular, the computer, to be indispensable tools in the construction of their autonomy / Este trabalho baseia-se na percepção de professores da rede pública de ensino paulista com respeito ao uso de novas tecnologias de comunicação e informação em seu fazer docente. Ressaltando-se a relevância dos projetos de preparação continuada oferecidos pela SEE/SP para o docente da rede pública se apropriar dessas ferramentas e as demandas tanto da comunidade escolar como da sociedade contemporânea, infelizmente, tal apropriação não é uma realidade no conjunto das escolas da rede pública de ensino. A hipótese inicial amparava-se no grande número de docentes que participaram e ainda participam dos programas de formação oferecidos; no desenvolvimento da pesquisa qualitativa, constatou-se que a participação nesses programas não era suficiente para motivar alguns professores a se aventurar em romper com rotinas já há muito estabelecidas e incorporar as novas tecnologias ás suas práticas pedagógicas. O recorte escolhido neste estudo privilegiou os professores que incorporaram as novas tecnologias no seu cotidiano docente, procurando identificar os significados que lhes atribuem em seu fazer pedagógico. A pesquisa apresenta como resultado que a condição para a apropriação das novas tecnologias pelo professor reside na percepção de que essas tecnologias contribuem para a emancipação das pessoas, mais que para a preparação para o mundo do trabalho. A contribuição deste trabalho encontra-se no fato de apresentar o professor como um intelectual militante do empoderamento dos grupos subalternos que afluem às escolas da rede estadual e que, nessa condição, considera as novas tecnologias de informação e comunicação, em particular o computador, uma ferramenta indispensável na construção de sua autonomia

Made available in DSpace on 2016-04-28T18:22:23Z (GMT). No. of bitstreams: 1 Dissertacao CRISTINA GAGLIANONE.pdf: 669352 bytes, checksum: e026d4d49fe702daa968d791054de99b (MD5) Previous issue date: 2005-10-17 / This research aims at investigating what are the representations about teacher education during the classes of the module Repensando a Fonologia do Inglês: da conscientização à ação, part of the course Reflexão sobre a Ação. The research was carried out in a course for professional development for English teachers from the Public Schools of the State of São Paulo during the first semester of 2004. The theoretical framework on which this research was based was the concept of representation Barcelos (2001) and social representation Moscivici (1984) and Lessa & Freire (2003) looking at language theory (Bakhtin 1929/1995); theories of learning and teaching (Vygotsky, 1934/2000); the concept of teacher education Dewey, 1959; Schon, 1987/1992 and Celani 2003, 2004 until the theories of critical reflection (Freire, 1970; Kemmis 1987, Smyth,1989,1992; Zeichner,1992; and Brookfield, 1995) and the role of phonology (Lieff, 2003). The data were collected during two classes of the module Repensando a Fonologia do Inglês: da Conscientização à Ação. For the analysis and interpretation of the data, I used Spradley s (1980) cultural domains, based on the participants lexical choices. The categories analysed were the representations about language, teaching and learning, critical reflection and the role of phonology in the module under study. The results of the analysis indicate that there is a clash between the teacher s representations and that of the students, which hinders the achievement of the module s objectives / Esta pesquisa tem por objetivo verificar quais as representações dos envolvidos sobre formação de professores durante as aulas do módulo Repensando a Fonologia do Inglês: da conscientização à ação, parte do curso Reflexão sobre a Ação. A investigação foi desenvolvida em um curso de aprimoramento profissional para professores de inglês da rede oficial de ensino do Estado de São Paulo durante o primeiro semestre de 2004. Os pressupostos teóricos que fundamentaram a investigação foram: o conceito de representação Barcelos (2001), e de representação social Moscivici (1984) e Lessa e Freire (2003) ao olhar a concepção de linguagem (Bakhtin 1929/1995); teorias de ensino-aprendizagem (Vygotsky, 1934/2000); o conceito de formação contínua na formação de professores de Dewey, 1959; Schon, 1987/1992 e Celani 2003, 2004 até chegar ao conceito de reflexão crítica de (Freire, 1970; Kemmis 1987, Smyth,1989, 1992; Zeichner,1992; e Brookfield, 1995 e o papel da fonologia (Lieff, 2003). Os dados foram coletados em duas aulas do módulo Repensando a Fonologia do Inglês: da Conscientização à Ação. Para a análise e interpretação dos dados, foram utilizados os domínios culturais de Spradley (1980), com base nas escolhas lexicais dos participantes: a professora-formadora e os professores-alunos. As categorias analisadas foram as representações sobre a linguagem, o ensino-aprendizagem, a reflexão crítica e o papel da fonologia no módulo em estudo. Os resultados indicam que há um embate entre as representações da professora formadora e as dos professores-alunos, o que dificulta que os objetivos propostos pelo módulo sejam atingidos

Attrition for entry-level, non-traditional college students taking developmental reading courses is a concern for higher education institutions. Students need to complete basic developmental reading courses in order to progress in their vocational or collegiate studies. This phenomenological study followed a social constructivist approach to attempt to understand what developmental reading students and faculty experience regarding persistence. The key research question examined the perceptions and understandings of college students and faculty involved in college entry level, non-traditional developmental reading classes regarding the factors impacting student persistence at a local community college. Using interviews, surveys, and participant journals, data were collected from 3 non-traditional, developmental reading students, who were over 24 years of age, and 3 of their instructors. Interview data were transcribed and all data were analyzed using open coding and thematic analysis. The themes discovered from both student and instructor perspectives were that student-centered instruction, experiential learning, and critical reflection were all methods for improving developmental reading student persistence. Implications for positive social change include providing research findings to the local site that might be used to improve student retention in developmental reading courses.

Dans un contexte social où se renégocie le contrat de genre, l’exploration des voies empruntées par les hommes pour (apprendre à) changer leur comportement, aussi bien que leurs croyances et leurs connaissances sur la masculinité, est particulièrement importante. Située dans le champ des études sur le genre masculin et de l’andragogie, l’étude explore le processus d’apprentissage d’adultes faisant partie du Réseau Hommes Québec (RHQ). En utilisant une méthodologie qualitative, des entretiens semi-dirigés ont été effectués auprès de 16 membres de cette organisation d’entraide visant la remise en question des rôles de genre traditionnels masculins et encourageant le développement personnel des hommes. Si la plupart des répondants n’ont pas transformé radicalement leur conception de la masculinité, qui demeure souvent abstraite, leur façon de se voir comme homme a changé radicalement. Les émotions et les relations ont joué un rôle prépondérant dans le développement d’une réflexion critique sur le genre, le leur comme celui des autres. Le plus souvent, ils ont eu le courage de sentir, d’être et d’agir de façon inédite avec d’autres hommes. Cela a représenté, pour pratiquement tous les répondants, une véritable révolution intérieure qui leur a fait prendre conscience qu’ils étaient sensibles, qu’ils avaient besoin d’autrui et qu’ils pouvaient approcher d’autres hommes sans que leur orientation (hétéro)sexuelle soit menacée. Cette thèse met également en perspective que le contexte de groupe est crucial dans l’évolution des hommes. La socialisation masculine inédite vécue dans le Réseau favorise chez tous les répondants la découverte de modèles de masculinité différents. En plus d’y vivre des occasions uniques de développer des compétences relationnelles, sociales et communicationnelles qui les rapprochent de leurs proches, les répondants éprouvent dans les groupes du RHQ un sentiment puissant de pouvoir partager de l’intimité masculine. Ce nouveau mode d’interaction s’appuie sur les règles de fonctionnement et les rituels en vigueur dans le Réseau. Ils mettent l’accent sur la nature personnelle et subjective de la communication, défiant en cela les préceptes de la masculinité traditionnelle. En mettant en évidence que les hommes développent une conscience critique permettant de reconnaître et de comprendre l’importance de la culture masculine hégémonique et son impact sur leur vie, cette recherche révèle le potentiel transformationnel des apprentissages effectués par les 16 répondants dans des groupes d’entraide du RHQ. De cette conscientisation résulte une nouvelle conceptualisation de ce que signifie être un homme qui mène les participants à se voir autrement, à croire en eux-mêmes et en leur capacité à prendre le contrôle de leur vie. Pour conclure cette thèse, quelques pistes de réflexion pour guider de futures recherches relatives à la transformation de perspective sont présentées. Il est notamment question, en plus d’avoir recours à des entretiens rétrospectifs semi-dirigés, de combiner les méthodologies qualitatives et quantitatives, de procéder à des observations systématiques des situations d’apprentissage (rencontres de groupe) et de ne pas se concentrer exclusivement sur ceux qui sont supposés vivre la transformation, mais d’élargir cette collecte à d’autres sources d’information (familles, collègues de travail, voisins, thérapeutes individuels), le tout dans une perspective longitudinale. / In a social context where gender conventions are renegotiated, the exploration of ways taken by men to (learn to) change their behavior, as well as their beliefs and knowledge of masculinity, is particularly important. Situated in the fields of Men’s Studies and adult education, the study explores the learning process of adults being part of the “Réseau Hommes Québec” (RHQ). Using qualitative analysis methodology, semi-directed interviews were conducted with 16 members of this mutual aid organization aiming on the question of masculine traditional gender roles and encouraging the personal development of men. If most of the interviewees have not thoroughly transformed their conception of masculinity, which often remains abstract, their way to conceive themselves as men has changed radically. Emotions and relations have played a predominant role in the development of a critical reflection on gender, on their part as well as on others’. Most often, they had the courage to feel, to be and to act in an unobserved way with other men. This represented, for practically every interviewee, a real internal revolution making them realize that they were sensitive, that they needed others, and that they could get close to other men without threatening their own (hetero) sexual orientation. This thesis equally brings in perspective that the group context is a crucial element permitting men to evolve progressively. The unseen masculine socialization experienced in the Réseau (RHQ) has allowed all of the interviewees to discover different masculinity models. As well as offering them unique opportunities to develop relational, social, and communicational skills which promote harmony with their close ones, the RHQ groups have permitted the interviewees to experience a feeling of communitas, an impression of sharing masculine intimacy. This new interaction mode depends on regulations and rites in effect within the RHQ. They emphasize the personal and subjective nature of communication, challenging therein the traditional masculinity precepts. In intensifying that men develop a critical conscience allowing them to recognize and understand the importance of hegemonic masculine culture and its impact on their lives, this research reveals the potential of transformational learning performed by the 16 interviewees in the RHQ support groups for men. From this awareness will result a new conceptualization of being a man that will lead participants to perceive themselves otherwise, to believe in themselves as in their capacity to take control over their own lives. Finally, new reflection avenues are presented to guide future research related to perspective transformation. Notably, it is proposed that as well as having recourse to semi-directed retrospective interviews, to combine qualitative and quantitative methodology, to proceed with systematic observation of learning situations (group meetings), and to avoid concentrating exclusively on those who supposedly underwent the transformation, but to widen this data collect to other sources of information (family, work colleagues, neighbors, individual therapists), all in a enlarged perspective.

Conservatoires all over the world are re-examining their educational roles and practices in a changing cultural and economic context, including re-evaluating their function as sites of relevant learning. This dissertation by publication contributes to this re-examination by investigating understandings of assessment, evaluative reflection, the relationship between know-how and knowledge, autonomous learning, community of practice and the student experience of these pedagogies in one Queensland conservatorium. The study is presented in the form of a synopsis and five publications, with additional data that will form the basis of further post-doctoral publication. It is focused on non-traditional pedagogical processes operating within a bachelor of popular music program, processes that have been intuited by the academic teacher who is also the author of this dissertation. What these processes have in common is the philosophical rejection of teacher-led pedagogy and an insistence upon, and scaffolding of, self-directed student action and reflection. The aim of the dissertation, in keeping with the rationale for a professional doctorate, is to subject this approach to systematic theoretical and empirical scrutiny, and thereby to further refine and strengthen the practices in terms of their capacity to engage young people in self-directed approaches to quality music making. John Biggs's presage/process/product learning model (1999) provides a structure for this systematic evaluation of the pedagogical work. The study understands the learning characteristics that students bring to the program, combined with the structures and pedagogical approaches in place in the program, to be the key presage elements; the learning activities (including assessment as learning) that occur within the program are the key process elements; the key products are the learning outcomes for the students and the ongoing development of the program and pedagogical approaches informed by reflection on empirical data including data collected as part of this research. The study demonstrates the significance of recognising and valuing presage and process elements that enable students to perform from the basis of their intuitive know how while being recorded, and then apply their knowledge-based critical reflection skills to an appraisal of their own work and the work of their peers while hearing the recording played back. While not displacing the teacher as mentor and critical friend, this moves responsibility for learning to the student as a self-monitoring, strategic decision-maker about the nature and quality of their learning products. The program requirement that students write meaningfully about the process appears to encourage the embracing of both conscious and unconscious ways of knowing and doing. As a documentation of this type of teaching, the study presents an argument for a broader incorporation of student-led pedagogy into higher education in general and conservatoria in particular. It concludes that aspects of education that enhance students' abilities to learn, including self- and peer assessment, self-directed learning, reflective practice, and both independent and collaborative work that incorporates program-wide learning, are likely to enhance integrated creative practice. This project has made it possible to disseminate a scholarly engagement with such processes through publication in academic and professional contexts.