LEADER 03268oam 2200505I 450 001 9910493161403321 005 20190826145055.0 010 $a90-04-38450-2 024 7 $a10.1163/9789004384507 035 $a(CKB)4100000007123718 035 $a(MiAaPQ)EBC5570490 035 $a(nllekb)BRILL9789004384507 035 $a(Au-PeEL)EBL5570490 035 $a(OCoLC)1060183217 035 $a(EXLCZ)994100000007123718 100 $a20181023d2018 uy 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aReflexivity and Critical Pedagogy 210 31$aLeiden, $aBoston: $cBrill | Sense, $d2018. 215 $a1 online resource (xv, 145 pages) 225 1 $aInternational issues in adult education 311 $a90-04-38449-9 320 $aIncludes bibliographical references. 327 $tFront Matter -- $tCopyright page -- $tContents -- $tForeword /$rPeter Mayo -- $tList of Figures and Tables -- $tNotes on Contributors -- $tReflexivity and Critical Pedagogy -- $tDiscourse /$rAnne B. Ryan -- $tReflexivity and the Emotional Dimension of Adult Learning /$rDavid McCormack -- $tSeeing the Wood and the Trees /$rTony Walsh -- $tReflexive Practice and Transformative Learning /$rAnne Ryan and Conor Murphy -- $tReflexivity and the Pedagogy of Surprise /$rPeter Hussey -- $tReflexive Learning for Active Citizenship /$rMichael Murray -- $tNegative Capability and Epiphany Moments in Reflexive Practice /$rDavid McCormack -- $tStories, Reflexivity and the Search for Meaning /$rMary B. Ryan. 330 $aReflexivity and Critical Pedagogy highlights the essential nature of reflexivity in creating sites for transformative possibilities in education. The book argues that seemingly intractable epistemological inequalities are embedded within educational structures and processes and also contends that perspectives which define knowledge as a unitary truth are essentially inadequate to address current global problems. Further, it argues that people and ideas traditionally positioned outside the academy are vital to developing more effective educational interventions. This volume stresses the influence of dominant societal discourses in creating and sustaining particular and limited definitions of knowledge. It also explores their power in delineating acceptable processes of knowledge dissemination. These discourses, whether consciously or otherwise, indwell teachers, learners and policy-makers as well as educational structures and organisations. It proposes reflexivity as the key component needed to combat such forces and one that is an essential ingredient in critical pedagogy. 410 0$aInternational Issues in Adult Education$v27. 606 $aReflective learning 606 $aCritical pedagogy 606 $aTransformative learning 608 $aElectronic books. 615 0$aReflective learning. 615 0$aCritical pedagogy. 615 0$aTransformative learning. 676 $a370.11/5 700 $aAnne Ryan; Tony Walsh$01037896 801 0$bNL-LeKB 801 1$bNL-LeKB 906 $aBOOK 912 $a9910493161403321 996 $aReflexivity and Critical Pedagogy$92459144 997 $aUNINA