Transformational learning and educational reform through critical reflection: The promise of dialogue

• Author / Creator

  Garneau, Robert G.

• The focus of this research is to explore the effectiveness of sustained dialogue, introduced to four cohorts each representing the educational stakeholders in a suburban school community, as a means to promote critical reflection on the desired outcomes of public education. There were two purposes to the research: to create the opportunity for participants to experience transformational learning through critical reflection, and to create a final document of the desirable knowledge, skills, and attitudes that children should acquire in order to be successful in achieving a desirable future and to successfully meet the challenges they now endure and will face as adults. That final document will become the basis for the development of a new school community mission and vision statement and will hopefully be the impetus for educational reform.

• Subjects / Keywords

  • Community education
  • Alberta education, elementary
  • Parent participation
  • Citizen participation

• Graduation date

  Spring 2003

• Type of Item

  Thesis

• Degree

  Doctor of Education

• DOI

  https://doi.org/10.7939/r3-588z-1m88

• License

  This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.