Garneau, Lindy Erin (2016) Transformational learning-environments in the post-secondary classroom: through the experience of indigenous women. Masters thesis, Memorial University of Newfoundland.
- Accepted Version
Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
This study investigated the physical, mental, emotional, and spiritual aspects of transformational learning, including the elements, attributes, factors, and catalysis of the transformational learning environment, as Indigenous women experienced them in the Indigenous Studies 3040H: The Meaning of Work in the Contemporary World (INDG 3040H) course at Trent University. Using a holistic model developed in connection with the Medicine Wheel an Indigenous epistemology is integrated into the study. Qualitative interviews were conducted with eight Indigenous women. The data collected from the interviews indicated that for Indigenous women, the transformational learning environment of the post-secondary classroom is heavily connected to the relationship students develop with themselves, their peers, and the faculty member alongside the content of the course.
|Item Type:||Thesis (Masters)|
|Additional Information:||Includes bibliographical references (pages 112-116).|
|Keywords:||Transformational learning, Transformational learning environments, Transformational learning and Indigenous women, Transformational learning in post-secondary education, Transformational learning and relationship, Transformational learning and the medicine wheel|
|Department(s):||Education, Faculty of|
|Library of Congress Subject Heading:||Transformative learning; Indigenous women--Education (Higher); Knowledge, Theory of; Indigenous peoples--Study and teaching (Higher)|
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