Skip to main content
SpringerLink
Log in
Book cover

Transformative Learning Meets Bildung pp 305–316Cite as

Fostering Transformative Learning Through Dialogical Writing

  • Chapter

Part of the book series: International Issues in adult Education ((ADUL))

Abstract

This article analyzes the need for engaging students in dialogical discourses, as a shared attitude, with transformative learning theory. The relationship between dialogue and learning is a relationship worth ruminating on in an institutional learning context.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Bromberg, K. (2011). Harmonisierung von Lehren und Lernen mit der ‚doc.post‘ (documents of commitment). In U. Klingovsky & J. Ludwig (Eds.), Brandenburgische Beiträge zur Hochschuldidaktik. Retrieved May 26, 2011, from http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-53185

  • Bromberg, K. (2012). Berufsbiographische Spurenlese mit der ‚doc.post‘: Methodische und erkenntnistheoretische Potentiale für die Studieneingangsphase. In P. Kossack, U. Lehmann, & J. Ludwig (Eds.), Die Entwicklung von Studieneingangsphasen: Didaktische Konzepte für die strukturierte Studieneingangsphase (pp. 143–149). Bielefeld: Webler.

    Google Scholar 

  • Bromberg, K. (2014). From biographical accounts to a grounded theory: Social worlds of German trade unions. Studies in Symbolic Interaction, 42, 117–132.

    Article  Google Scholar 

  • Castelló, M., & Donahue, C. (2012). University writing: Selves and texts in academic societies. England: Emerald Group Publishing Limited.

    Book  Google Scholar 

  • Castelló, M., & Inesta, A. (2012). Texts as artifacts-in-activity: Developing authorial identity and academic voice in writing academic research papers. In M. Castelló & C. Donahue (Eds.), University writing: Selves and texts in academic societies (pp. 179–200). England: Emerald Group Publishing Limited.

    Chapter  Google Scholar 

  • Carter, M. (2007). Ways of knowing, and writing in the disciplines. College Composition and Communication, 58(3), 385–418.

    Google Scholar 

  • Dewey, J. (1958). Art as experience. NewYork, NY: Minton, Balch & Company.

    Google Scholar 

  • Donahue, C. (2009). “Internationalization” and composition studies: Re-orienting the discourse. In CCC, 61(2), 212–243.

    Google Scholar 

  • Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. Chicago, IL: Aldine Publishing Company.

    Google Scholar 

  • Graefen, G. (2002). Schreiben und Argumentieren: Konnektoren als Spuren des Denkens. In D. Perrin, I. Böttcher, O. Kruse, & A. Wrobel (Eds.), Schreiben: Von intuitiven zu professionellen Schreibstrategien (pp. 47–62). Opladen: Westdeutscher.

    Chapter  Google Scholar 

  • Lea, M. R. (2012). New genres in the academy: Issues of practice, meaning making and identity. In M. Castelló & C. Donahue (Eds.), University writing: Selves and texts in academic societies (pp. 93–109). London: Emerald Group Publishing Limited.

    Google Scholar 

  • Lillis, T. (2003). Student writing as ‘Academic Literacies’: Drawing on Bakhtin to move from critique to design. Language an Education, 17(3), 192–207.

    Article  Google Scholar 

  • Mead, G. H. (1965). On social psychology. Selected papers (The Heritage of Sociology). Chicago, IL: University of Chicago Press.

    Google Scholar 

  • Meyer-Drawe, K. (1982). Phänomenologische Bemerkungen zum Problem menschlichen Lernens. Vierteljahrsschrift für wissenschaftliche Pädagogik, 58(4), 510–524.

    Google Scholar 

  • Meyer-Drawe, K. (2003). Lernen als Erfahrung. Zeitschrift für Erziehungswissenschaft, 6(4), 505–514.

    Article  Google Scholar 

  • Meyer-Drawe, K. (2010). Zur Erfahrung des Lernens. Eine phänomenologische Skizze. Santalka Filosophija, 18(3), 6–16.

    Article  Google Scholar 

  • Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, 5–12.

    Article  Google Scholar 

  • Ortner, H. (2000). Schreiben und Denken. Tübingen: de Gruyter.

    Book  Google Scholar 

  • Russell, D. R., & Cortes, V. (2012). Academic and scientific texts: The same or different communities? In M. Castelló & C. Donahue (Eds.), University writing: Selves and texts in academic societies (pp. 3–17). London: Emerald Group Publishing Limited.

    Google Scholar 

  • Taylor, E. W., & Cranton, P. (2013). A theory in progress? Issues in transformative learning theory. European Journal for Research in the Education and Learning of Adults, 4(1), 33–47.

    Article  Google Scholar 

  • Schütz, A. (1972). Der Fremde: Ein sozialpsychologischer Versuch. In A. Brodersen (Ed.), Gesammelte Aufsätze II. Studien zur soziologischen Theorie (pp. 53–69). The Hague: Martinus Nijhoff.

    Chapter  Google Scholar 

  • Schütz, A. (1973a). On multiple realities. In M. Natanson (Ed.), Collected papers I: The problem of social reality (pp. 74–77, 340–346). The Hague: Martinus Nijhoff.

    Google Scholar 

  • Schütz, A. (1973b). The world of scientific theory. In M. Natanson (Ed.), Collected papers I. The problem of social reality (pp. 245–259). The Hague: Martinus Nijhoff.

    Google Scholar 

  • Schütz, A. (2011). The stock of knowledge at hand genetically interpreted. In L. Embree (Ed.), Collected papers V: Phenomenology and the social sciences (pp. 136–170). New York, NY: SV.

    Google Scholar 

  • Schütz, A., & Luckmann, T. (2003). Strukturen der Lebenswelt (Bd. 1–2). Frankfurt: Suhrkamp.

    Google Scholar 

  • Schütze, F. (2008a). Biography analysis on the empirical base of autobiographical narratives: How to analyze autobiographical narrative interviews—Part one. European Studies on Inequalities and Social Cohesion, 1–2, 153–242.

    Google Scholar 

  • Schütze, F. (2008b). Biography analysis on the empirical base of autobiographical narratives: How to analyze autobiographical narrative interviews—Part two. European Studies on Inequalities and Social Cohesion, 3–4, 5–77.

    Google Scholar 

  • Strauss, A., & Corbin, J. (1990). Grounded theory research: Procedures, canons and evaluative criteria. Zeitschrift für Soziologie, 19, 418.

    Google Scholar 

  • Thaiss, C., & Zawacki, T. M. (2006). Engaged writers and dynamic disciplines: Research on the academic writing life. Portsmouth: Boynton/Cook Publishers.

    Google Scholar 

  • Weinert, F. (1974). Lernen. In C. Wulf (Ed.), Wörterbuch der Erziehung (pp. 389–395). München-Zürich: Piper.

    Google Scholar 

  • Zawacki, T. M., & Rogers, P. M. (2012). Writing across the curriculum: A critical sourcebook. New York, NY: Bedford/St. Martin’s.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Fakultät für Wirtschafts- und Sozialwissenschaften, Musikpädagogik, Brandenburgische Technische Universität Cottbus-Senftenberg, Germany

    Kirstin Bromberg

Authors
  1. Kirstin Bromberg
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. School of Education, University of Applied Sciences and Arts Northwestern Switzerland, Switzerland

    Anna Laros

  2. Freiburg University of Education, Germany

    Thomas Fuhr

  3. Penn State University – Harrisburg, USA

    Edward W. Taylor

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Sense Publishers

About this chapter

Cite this chapter

Bromberg, K. (2017). Fostering Transformative Learning Through Dialogical Writing. In: Laros, A., Fuhr, T., Taylor, E.W. (eds) Transformative Learning Meets Bildung. International Issues in adult Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-797-9_25

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-797-9_25

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-797-9

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation