O papel das organizações e da racionalidade instrumental que direciona a tomada de decisão têm sido discutidos amplamente, em especial no que concerne à predominância do mercado sobre a vida humana, os problemas ambientais e o bem-estar humano sobre este planeta. Pesquisas acerca do desenvolvimento sustentável futuro apontam para um direcionamento a uma perspectiva mais humanista cujos valores conduzem a uma nova forma de entender o tema da sustentabilidade e de agir nas organizações, tendo o indivíduo como agente de mudança. Para Garrity (2012), a educação desempenha um papel crucial na mudança dos modelos mentais e de visão de mundo, possibilitando constituir um novo paradigma da sustentabilidade e da administração. Por meio da educação, pode-se pensar em uma mudança nos gestores futuros das organizações direcionados à sustentabilidade, e nesse desafio a Aprendizagem Transformadora (STERLING, 2011; BLAKE, STERLING & GOODSON 2013) tem se demonstrado como uma abordagem pedagógica que contribui com a mudança de visão de mundo, inferindo nos níveis mais profundos do conhecimento. Assim, o objetivo dessa pesquisa foi conceber uma proposta de aprendizagem transformadora integral sustentável, visando o desenvolvimento sustentável futuro baseado numa discussão epistemológico-ontológica das organizações atuais. Esta pesquisa caracteriza-se por ser qualitativa, exploratória e analisou três estudos de caso: a disciplina de graduação Formação Integrada para a Sustentabilidade (FIS) da Fundação Getúlio Vargas (FGV); o MBA Governança e Inovação de Tecnologias Digitais com Sustentabilidade, da Universidade de São Paulo (USP); e, por fim, o curso Campus Internacional Brasil, da faculdade de administração da Universidade de Montreal (HEC Montreal-Canadá). Para a coleta de dados realizaram-se entrevistas com professores, alunos e parceiros dos cursos, observação participante, além de consultas a documentos e materiais institucionais. Os dados foram analisados e estruturados a partir do Método de Gioia. As dimensões da Aprendizagem Transformadora – Mudança de Paradigma na Educação e Nova visão de mundo, Elementos da Aprendizagem Transformadora e Perfil do egresso da Aprendizagem Transformadora – conduziram à elaboração da Proposta de Aprendizagem Transformadora Integral Sustentável. Além disso os resultados indicam que uma pedagogia mais crítica, com abordagem holística, metodologias experienciais, professores envolvidos e integrados com o tema, podem conduzir a uma transformação dos alunos e uma aplicação dos princípios da sustentabilidade nas organizações em que atuam. Os resultados dessa pesquisa visam contribuir para que cada vez mais iniciativas educacionais transformadoras possam se concretizar, visando o desenvolvimento integral discente, a construção de uma nova racionalidade para a administração, corroborando, assim, com o desenvolvimento sustentável futuro. / The role of organizations and instrumental rationality that drives decision making have been widely discussed, especially because of market dominance on human life, environmental problems and human well being on this planet. Researches on future sustainable development indicate a direction to a more humanistic perspective whose values lead to a new way of understanding sustainability and acting in organizations, and the individual is the central in this role. To Garrity (2012), education plays a crucial role in changing mental models and worldview, enabling to constitute a new paradigm of sustainability and management. Through education, it’s possible to realize a change in future managers directed to sustainability, and on this challenge Transformative Learning (STERLING, 2011; BLAKE, STERLING & Goodson 2013) has been demonstrated as a pedagogical approach that contributes to change worldview, implying the deepest levels of knowledge. So, the main goal of this research was to design a proposal for a sustainable integral transformative learning, aiming a future sustainable development based on epistemological and ontological discussion of current organizations. This research is characterized as qualitative, exploratory and has analyzed three case studies: the undergraduate course Formação Integrada para a Sustentabilidade (FIS) from Fundação Getúlio Vargas (FGV); MBA Governance and Innovation with Digital Technologies and Sustainability, from Universidade de São Paulo (USP); and finally, the course International Campus Brazil, of HEC Montreal-Canada. For data collection, interviews were done with teachers, students and partners, besides participant observation, and documents and institutional materials were consulted. Data were analyzed and structured by Gioia method. The dimensions of Transformative Learning – Change on Education Paradigm and New world view, Transformative Learning Elements, egress profile of Transforming Learning - led to the development of a proposal for a sustainable integral transformative learning. In addition, the results indicate that a more critical and holistic pedagogy, experiential methodologies, teachers involved and integrated with the subject of sustainability, can lead to a transformation on students and a new practice guided by the principles of sustainability in organizations where they work. The results of this research can contribute to other transformative educational initiatives, to students integral development, to the construction of a new rationality for management, and, thus, helping to achieve future sustainable development.

O papel das organizações e da racionalidade instrumental que direciona a tomada de decisão têm sido discutidos amplamente, em especial no que concerne à predominância do mercado sobre a vida humana, os problemas ambientais e o bem-estar humano sobre este planeta. Pesquisas acerca do desenvolvimento sustentável futuro apontam para um direcionamento a uma perspectiva mais humanista cujos valores conduzem a uma nova forma de entender o tema da sustentabilidade e de agir nas organizações, tendo o indivíduo como agente de mudança. Para Garrity (2012), a educação desempenha um papel crucial na mudança dos modelos mentais e de visão de mundo, possibilitando constituir um novo paradigma da sustentabilidade e da administração. Por meio da educação, pode-se pensar em uma mudança nos gestores futuros das organizações direcionados à sustentabilidade, e nesse desafio a Aprendizagem Transformadora (STERLING, 2011; BLAKE, STERLING & GOODSON 2013) tem se demonstrado como uma abordagem pedagógica que contribui com a mudança de visão de mundo, inferindo nos níveis mais profundos do conhecimento. Assim, o objetivo dessa pesquisa foi conceber uma proposta de aprendizagem transformadora integral sustentável, visando o desenvolvimento sustentável futuro baseado numa discussão epistemológico-ontológica das organizações atuais. Esta pesquisa caracteriza-se por ser qualitativa, exploratória e analisou três estudos de caso: a disciplina de graduação Formação Integrada para a Sustentabilidade (FIS) da Fundação Getúlio Vargas (FGV); o MBA Governança e Inovação de Tecnologias Digitais com Sustentabilidade, da Universidade de São Paulo (USP); e, por fim, o curso Campus Internacional Brasil, da faculdade de administração da Universidade de Montreal (HEC Montreal-Canadá). Para a coleta de dados realizaram-se entrevistas com professores, alunos e parceiros dos cursos, observação participante, além de consultas a documentos e materiais institucionais. Os dados foram analisados e estruturados a partir do Método de Gioia. As dimensões da Aprendizagem Transformadora – Mudança de Paradigma na Educação e Nova visão de mundo, Elementos da Aprendizagem Transformadora e Perfil do egresso da Aprendizagem Transformadora – conduziram à elaboração da Proposta de Aprendizagem Transformadora Integral Sustentável. Além disso os resultados indicam que uma pedagogia mais crítica, com abordagem holística, metodologias experienciais, professores envolvidos e integrados com o tema, podem conduzir a uma transformação dos alunos e uma aplicação dos princípios da sustentabilidade nas organizações em que atuam. Os resultados dessa pesquisa visam contribuir para que cada vez mais iniciativas educacionais transformadoras possam se concretizar, visando o desenvolvimento integral discente, a construção de uma nova racionalidade para a administração, corroborando, assim, com o desenvolvimento sustentável futuro. / The role of organizations and instrumental rationality that drives decision making have been widely discussed, especially because of market dominance on human life, environmental problems and human well being on this planet. Researches on future sustainable development indicate a direction to a more humanistic perspective whose values lead to a new way of understanding sustainability and acting in organizations, and the individual is the central in this role. To Garrity (2012), education plays a crucial role in changing mental models and worldview, enabling to constitute a new paradigm of sustainability and management. Through education, it’s possible to realize a change in future managers directed to sustainability, and on this challenge Transformative Learning (STERLING, 2011; BLAKE, STERLING & Goodson 2013) has been demonstrated as a pedagogical approach that contributes to change worldview, implying the deepest levels of knowledge. So, the main goal of this research was to design a proposal for a sustainable integral transformative learning, aiming a future sustainable development based on epistemological and ontological discussion of current organizations. This research is characterized as qualitative, exploratory and has analyzed three case studies: the undergraduate course Formação Integrada para a Sustentabilidade (FIS) from Fundação Getúlio Vargas (FGV); MBA Governance and Innovation with Digital Technologies and Sustainability, from Universidade de São Paulo (USP); and finally, the course International Campus Brazil, of HEC Montreal-Canada. For data collection, interviews were done with teachers, students and partners, besides participant observation, and documents and institutional materials were consulted. Data were analyzed and structured by Gioia method. The dimensions of Transformative Learning – Change on Education Paradigm and New world view, Transformative Learning Elements, egress profile of Transforming Learning - led to the development of a proposal for a sustainable integral transformative learning. In addition, the results indicate that a more critical and holistic pedagogy, experiential methodologies, teachers involved and integrated with the subject of sustainability, can lead to a transformation on students and a new practice guided by the principles of sustainability in organizations where they work. The results of this research can contribute to other transformative educational initiatives, to students integral development, to the construction of a new rationality for management, and, thus, helping to achieve future sustainable development.

Climate change is already having a powerful effect on many areas through superstorms and flooding events. The flooding from tropical storm Irene in 2011 took Vermont by surprise, sparking momentum for change. While adaptive capacity as a response to climate change is vital, in many cases it may not be enough. This thesis developed an analytical framework for assessing transformative capacities from a linked social-ecological system perspective. By combining the literatures of transition management and resilience transformations, a cohesive framework emerged, with a scope incorporating multiple interacting scales and phases of transformation.  The findings suggest a multiplicity of capacities are activated in a post-disaster setting, with networks, bridging organizations, and leaders as primary for restorative, adaptive, and transformative capacity activation, while innovation and obstacle negotiating as primary foci for informal networks and experimentation. Broadly, the framework when applied spatially (multi-scale) and temporally (multi-phase) was effective in uncovering dynamics of change processes. Additionally, a foundation of social, economic, and cultural aspects was shown to be influential in the development and mobilization of capacities, including community resilience, place attachment, and the long-term viability of the economic sector. This study makes a theoretical contribution by linking transitions and transformations literatures in a single framework, which can be tested in further studies.

Doctor of Philosophy / Department of Adult and Continuing Education / Jacqueline D. Spears / This study focused on the professional development experiences of teachers in the Altai Republic, Russian Federation. Russia is a country in flux, transitioning from a totalitarian state into a democracy reflective of its unique ethnic composition, geographic context, and history. The Russian educational system is currently undergoing computerization and teachers are learning to integrate educational technology into classroom practice. In this setting, teachers are beginning to learn how to integrate educational technologies into their classroom practices. This qualitative study explored the potential for transformative learning associated with this type of learning and experience. Transformative learning theory (TLT) was used to explore if and how the world views and perspectives of teachers is changing with respect to their educational philosophies and classroom practice. The study utilized multiple sources of evidence (interviews with program and school administrators, school teachers, observation) and multiple units of analysis (federal/republic levels of training and support, school level training and support, informal experiences, teachers, administrators). Findings indicated that the methods used to train teachers have a high likelihood of being facilitative of transformative learning. It also found that teachers are beginning to think and act in new ways based on their experiences with educational technology. Teachers are also collaborating in this learning process, which provides an important support for continued learning and growth. Findings also indicate that TLT is a useful framework for exploring transformative learning in this setting and helped to uncover the elements of transformative learning which are culturally determined. Further research is needed to further our understanding of how transformation occurs and is experienced in this setting. Collaboration with local experts and researchers is necessary to uncover the cultural differences related to perspective change. Many future pathways are available for continuing to explore transformative learning in this context. They include continued work with teachers, a general exploration of transformative learning, and work with university students.

Magister Curationis / Domestic violence is a pervasive problem in South Africa. The School of Nursing at the University of Western Cape has responded to the challenge of training sensitive, knowledgeable and skilled health personnel by developing a Management of Gender- Based Violence Module. The purpose of this study is to describe the professional and personal development of nursing students who were placed at the Saartjie Baartman Centre for Abused Women and Children for the service-learning trial run of this Gender- Based Violence module in 2003. A qualitative, contextual, and descriptive design was therefore used to provide rich information from in-depth descriptions of students’ perceptions and experiences with regard to the service-learning module. Purposive, convenient sampling was used because the key informants, 27 female students involved in the trial run of the module, were selected to “illuminate" the research question. Content analysis was done and to ensure credibility, data triangulation was done using focus group, project reports and the students’ journals. Informed consent to use data from the previously mentioned sources was obtained from students. The overall findings indicate that the service-learning programme allowed students to achieve the goals defined by the community, services and the university. Students came to understand the supportive roles that health professionals can play and recognised that the development of the attributes of caring, advocacy and civic ngagement is essential to their professional development. Comments in their reflective journals revealed that students valued their service-learning experience, and believed that this experience would expand into future collaborative relationships within civil society. The recommendation is that further in depth research be conducted given the promise shown by this educational approach. / South Africa

No abstract available / Dissertation (MArch (Prof))--University of Pretoria, 2007. / Architecture / unrestricted

In a world of increasing religious/political tensions and conflicts this study asks, what is the transformative significance of an arts and ritual-based approach to developing and encouraging women’s spiritual and multi-faith leadership? To counter destructive worldviews and practices that have divided people historically, politically, personally and sacredly, the study reinforces the political and spiritual value of women spiritual and multi-faith leaders creating and holding sacred space for truth making and world making. An a/r/tographic and mindful inquiry was engaged to assist self and group reflection within a group of women committed to multi-faith education and leadership in their communities. The objectives of the study were: 1) to explore through collaboration, ritual and art making processes the women’s experience of knowing and not knowing, 2) to articulate a curriculum for multi-faith consciousness raising, and 3) to develop a pedagogy and methodology that can serve as a catalyst for individual and societal change and transformation. The co-participants/co-inquirers (including the lead researcher as a member of the group) are fourteen women, who practice within eleven different religions and/or spiritual backgrounds, and who are part of a volunteer planning team that organizes an annual women’s multi-faith conference (Women’s Spirituality Celebration) in Vancouver, British Columbia, Canada. The aesthetic/ritual structure of the labyrinth served as a cross-cultural multi-faith symbol in guiding the dissertation, which includes three art installations and four documentary DVDs of the process and art. New understandings found in the study include: 1) the ethical sanctuary that a/r/tography as ritual enables for personal and collective change to take place within, 2) the addition of synecdoche to the renderings of a/r/tography, assisting a multi-dimensional spiral movement towards a whole a/r/tographic practice, 3) a lived and radically relational curriculum of philetics within loving community that drew forth the women’s erotic life force energy and enhanced the women’s ability to remember the power of the feminine aspect of the Divine, and 4) the decolonization of the Divine, art and education, which took place as a pedagogy of wholeness unfolded, requiring a dialectic relationship between restorative and transformative learning. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

When the Truth and Reconciliation Commission (TRC) called for all provinces and territories in Canada to develop curriculum related to residential schools, most ministries of education began the process of reform. Despite this Call to Action, Quebec remains the only province that has yet to publicly commit to or develop any curricula related to residential schools. In this context, this study examines the Community Learning Centre (CLC) network, which has empowered English schools across Quebec to participate in projects that address the Calls to Action, encouraging social justice and reconciliation. It examines the experiences of teachers and CLC coordinators who have participated in CLC projects between 2012-2016. The findings indicate that there is increasing frustration among teachers concerning the absence of residential school history from the Quebec curriculum. Findings also indicate many pedagogical benefits of teaching for social justice. Finally, the study identifies challenges and best practises, and provides recommendations for program and curriculum development in the movement for reconciliation in education in Quebec.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-07-20T14:02:56Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) KARLA KARINA DE OLIVEIRA.pdf: 9057689 bytes, checksum: 7d3d512f42ca71d57bd81ff0ff9543d9 (MD5) / Made available in DSpace on 2017-07-20T14:02:56Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) KARLA KARINA DE OLIVEIRA.pdf: 9057689 bytes, checksum: 7d3d512f42ca71d57bd81ff0ff9543d9 (MD5) Previous issue date: 2015-08-31 / FACEPE / Buscando o entendimento da relação entre o ambiente de um centro comercial planejado, na cidade de Recife, e a experiência de compra dos deficientes visuais, esta dissertação foi estruturada, com ênfase nos estímulos presentes em tal ambiente. Dessa forma, busca-se, também, a compreensão da interpretação da experiência de compra das PcD’s visual através da percepção de elementos do ambiente físico e social. A escolha do tema foi motivada pela necessidade de uma pesquisa transformativa, que contemple temas e atores sociais pouco estudados, como é o caso dos deficientes visuais, como consumidores ativos, porém fora do âmbito de loja, apenas no ambiente comum de um shopping, no intuito de apresentar uma perspectiva de inclusão e acessibilidade pré compra. Para tanto, foram realizadas 12 entrevistas episódicas e semiestruturadas com integrantes do Instituto dos Cegos de Pernambuco e APEC, na cidade de Recife. Houve, ainda, a observação participante por meio de um passeio no shopping, precedida de uma experiência de campo vivida pela pesquisadora, na condição de deficiente visual, de olhos vendados, que proporcionou uma imersão na realidade dos informantes e das condições do ambiente. O estudo tem abordagem interpretativista e caracteriza-se por pesquisa qualitativa básica descritiva, com base fenomenológica, fundamentada no construtivismo social. Os dados coletados foram analisados de acordo com a técnica de análise de discurso, tendo como principal resultado a constatação de que um ambiente planejado com elementos sensoriais nem sempre se adéqua à realidade das PcD’s visual. No contexto estudado, os elementos físicos constantes no ambiente de varejo acabam por afastar os consumidores com deficiência visual, sendo determinante o comportamento das pessoas, tanto funcionários quanto frequentadores do lugar. Embora a literatura apresente as pessoas como parte do ambiente social, com base nos resultados, esta pesquisa inclui estas, também, no ambiente físico, configurando-as como barreiras à acessibilidade. Assim, propõese uma postura mais humanizada, a fim de que o ambiente de varejo torne-se inclusivo e adequado para as PcD’s visual. / Searching for the understanding of the relationship between the environment of a planned shopping center in the city of Recife, and the shopping experience of the visually impaired, this thesis was structured, emphasizing the stimuli present in such an environment. Thus, it seeks to also understanding the interpretation of the shopping experience of the people with disabilities visual perception through the elements of the physical and social environment. The choice of subject was motivated by the need for transformative research, covering topics and social actors little studied, as is the case of the visually impaired, as active consumers, but outside of the store, only in common a shopping environment, order to present a perspective of inclusion and pre-purchase affordability. Therefore, there were 12 episodic interviews and semi structured interviews with members of theBlind Pernambuco Institute and APEC in the city of Recife. There was also a participant observation through a walk at the mall, preceded by a field experience lived by the researcher, provided visually impaired, blindfolded, which provided an immersion in the reality of informants and environmental conditions. The study has interpretative approach and is characterized by basic descriptive qualitative research, with phenomenological basis, based on social constructivism theory. The data were analyzed according to the discourse analysis technique, the main result the realization that an environment designed with sensory elements not always fits in the reality of the people with disabilities visual. In the context studied, the physical elements contained in the retail environment end up away consumers with visual impairments, and determining the behavior of the people, both employees and regulars of the mall. Although the literature presents people as part of the social environment, based on the results, this research includes these, too, also in the physical environment, setting them up as barriers to accessibility. Thus, we propose a more humane posture, so that the retail environment to become inclusive and suitable for the the people with disabilities visual.

The primary question of this study is: How does the disruption of African art discourse influence a group of university students’ perceptions of African aesthetics? This inquiry developed from previous studies on the exclusion of modern and contemporary African art in Western art museums. Through the theoretical lens of Postcolonial Theory and Critical Multiculturalism, this research conceptualizes the dominance of traditional African art in art museums, art history, and art education as a Western hegemonic discourse that normalizes perceptions of Africa and African aesthetics as the fixed primitive Other. Thus, this research applied Action Research (AR) methodology coupled with Transformative Learning Theory (TL) to disrupt the discourse of African art; with the purpose of affecting positive changes in perceptions of African aesthetics. The participants for this study were 10 students in a course (Art 1301 Honors Art Appreciation) I instructed at the University of North Texas in the fall (September–December) 2013 semester. Data was collected, analyzed, and interpreted from participants’ assignments and my research journal. This study comprised a dual enquiry on: 1. Discourse and Meaning-making; and 2. Disruption and Transformation. First, the study analyzed students’ perceptions of African aesthetics from their learning experience of traditional African art in an art museum. The findings affirmed traditional African art at the museum as a discourse of Africa as the Other of the West. Secondly, the study analyzed how students’ perceptions were influenced from their experience (in my classroom) of learning histories of modern and contemporary African art that disrupt the authenticity of traditional African art. The findings revealed that 80% of participants developed positive transformations. This research demonstrates how art education grounded in critical theory and transformative learning subverted African art as the discourse of the Other, developed students’ understandings of the multiple realities of Africa and African aesthetics, and encouraged positive transformations in students’ perceptions of African aesthetics.