Login | Register

Transformative Tensions in the Third Age: Mature Students and the Changing Face of Teacher Education

Title:

Transformative Tensions in the Third Age: Mature Students and the Changing Face of Teacher Education

Walker, Cindy (2016) Transformative Tensions in the Third Age: Mature Students and the Changing Face of Teacher Education. Masters thesis, Concordia University.

[img]
Preview
Text (application/pdf)
Cindy Walker MA Thesis 2016 Art Education.pdf - Accepted Version
7MB

Abstract

The purpose of this study is to investigate the lived experiences of four mature students, Rob, Rosemary, Charlotte and myself (all over 45 years of age) and our return to learning to pursue a professional teaching career. Given the influx of mature learners at the postsecondary level, sometimes referred to as ‘third age’ students, more attention is needed on the experiences of this population, particularly in fields of study like teacher education, which has historically targeted younger students. From our stories of returning to learning, three themes emerged that defined our experiences: relationships, values and challenges. Based on these themes, the complexity of being marginalized due to age, yet privileged due to life experience, came to the forefront. As mature learners, we experienced transformative tensions that suggest shifts in postsecondary education are warranted in terms of life-long learning and the capacity of institutions to provide the kinds of personal and professional support needed for mature student success. With particular attention to holistic education, our stories highlight respect, empathy and compassion for others, from which core concepts of duality, ambiguity, dialectic, power dynamics and living curriculum emerged as outcomes of this study. Examining the lived experiences of mature learners in higher education allows rich transformative experiences and innovative learning perspectives to develop concerning the understanding of self, education, and classroom communities, and by extension, creation and transformation of a learning society and culture.

Divisions:Concordia University > Faculty of Fine Arts > Art Education
Item Type:Thesis (Masters)
Authors:Walker, Cindy
Institution:Concordia University
Degree Name:M.A.
Program:Art Education
Date:March 2016
Thesis Supervisor(s):Sinner, Anita
ID Code:981114
Deposited By: CINDY WALKER
Deposited On:31 May 2016 19:40
Last Modified:18 Jan 2018 17:52

References:

References
Akerman, B. (2014, Fall). Canada’s demographic shift. Concordia University Magazine, 38(2). 22-29. https//concordia.ca/magazine.
Aoki, T.T. (1987/2005). Revisiting the notions of leadership and identity. In W. F. Pinar & R. L. Irwin (Eds.), Curriculum in a new key: the collected works of Ted T. Aoki. Mahwah, NJ: Erlbaum.
Barone, T., & Eisner, E. (2012). Arts based research. Thousand Oaks, CA: SAGE.
Barone, T. (2008). How arts-based research can change minds. In M. Cahnmann-Taylor, & R. Siegesmund (Eds.), Arts-based research in education: Foundations for practice (pp. 28-49). New York, NY: Taylor & Francis.
Boyd, B. L. (2009). Using a case study to develop the transformational teaching theory. Journal of Leadership Education, 7(3), 50-59.
Bresler, L. (2006). Toward connectedness: Aesthetically based research. Studies in Art Education, 48(1), 52-69.
Brookfield, S. (1987). Learning democracy: Eduard Lindeman on adult education and social change. Wolfeboro, New Hampshire: Croom Helm.
Brookfield, S. (2013). Powerful techniques for teaching in lifelong learning. Berkshire, England: Open University Press McGraw-Hill Education.
Brookfield, S., & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms. San Francisco: Jossey-Bass.
Butterwick, S. & Lawrence, R. L. (2009). Creating alternative realities: Arts-based approaches to transformative learning. In J. Meziro & E. W. Taylor, Transformative learning in practice: Insights from community, workplace, and higher education (pp. 35-45). San Francisco: Jossey-Bass.
Campbell, L. (2012). Five emerging themes of holistic art education. In L. Campbell & S. Simmons III (Eds.), The heart of art education (pp. 76-86). Reston, VA: National Art Education Association.
Chambers, C., Hasebe-Ludt, E., Leggo, C., & Sinner, A. (Eds.). (2012). A heart of wisdom: Life writing as empathetic inquiry. New York: Peter Lang.
Charmaz, K. (2011). Grounded theory methods in social justice research. In N. Denzin & Y. Lincoln (Eds.), The SAGE handbook of qualitative research (pp. 359-380). London: Sage.
Cole, R. (1989). The call of stories: Teaching and the moral imagination. New York, NY: Harcourt.
Conrad, D., Smyth, P., & Kendal, W., (2015). Uncensored: Participatory arts-based research with youth. In D. Conrad, D. & A. Sinner (Eds.), In Creating Together: Participatory, Community-Based, and Collaborative Arts Practices and scholarship across Canada (pp. 21-38). Waterloo, ON: Wilfrid Laurier University Press.
Corbin, J. & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed). Thousand Oaks, CA: Sage.
Creswell, J.W. (2013). Qualitative inquiry & research design: Choosing among five approaches (third edition). Los Angeles: SAGE Publications Inc.
Delueze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia.
Minneapolis, MN: University of Minnesota Press.
Eliot, T.S. (1967). The little gidding. In The complete poems and plays 1909-1950. Orlando, Florida: Harcourt Brace Jovanovich.
Ennals, R., & Salomon, R. H. (Eds.) (2011). Older workers in a sustainable society. Frankfurt: Peter Lang.
Frager, R & Fadiman, J. (2006). Personality and Personal Growth (6th ed.). New Jersey: Pearson Prentice Hall.
Formenti, L., West, L. & Horsdal, M. (2014). Embodied Narratives: Connecting stories, bodies, cultures and ecologies. University Press of Southern Denmark.
Foremosa, M. (2010). Lifelong learning in later life: The university of the third age. Lifelong Learning Review, 5, 1-12.
Findsen, B. (2005). Learning later. Malabar, Florida: Krieger Publishing.
Freire, P. (1972). Pedagogy of the oppressed. New York: Herder and Herder.
Freire, P. (2005). Teachers as cultural workers: Letters to those who dare teach, expanded edition. Boulder, CO: Westview Press.

Goodson, I., & Gill, S. (2011). Narrative pedagogy: Life history and learning. New York, NY: Peter Lang.
Glaser, B. G. & Strauss, A. L. (1976). The Discovery of grounded theory: Strategies for qualitative research. Hawthorne, NY: Aldine de Gruyter.
Greene, M. (1978). Landscapes of learning. New York: Teachers College Press.
Greene, M. (1995). Releasing the imagination: essays on education, the arts, and social change. San Francisco: Jossey-Bass.
Hart, T. (2001) From information to transformation: Education for the evolution of consciousness. New York: Peter Lang.
Hasebe-Ludt, E., Sinner, A., Leggo, C., Pletz, J., Simoongwe, F., & Wilson, L. (2010). These tensioned places of teaching: Life writing in precarious cosmopolitan times. Creative Approaches To Research, 3(2), 21-38.
Herron, E. (2009). Feeling art, and sustainable civil society. Jung Journal: Culture & Psyche, 3(4), 112-122.
Horsdal, M. (2014). The body and the environment in autobiographical narratives and in autobiographical narrative research. In L. Formenti, L. West, & M. Horsdal (Eds.), Embodied narratives: Connecting stories, bodies, cultures, and ecologies (pp. 47-59). Odense, Denmark: University Press of Southern Denmark.
Hvolbek, R. (2013). Re-Calling the Humanities: Language, Education, and Humans Being.
Rotterdam, The Netherlands: Sense Publishers.


Johnston, S. (2011). A golden age for adult education: The collective disorienting dilemma. College Quarterly. 14(4).
Kaldi, S., & Griffiths, V. (2013). Mature student experiences in teacher education: Widening participation in Greece and England. Journal of Further and Higher Education, 37(4), 552-573.
King, T. (2008). The art of indigenous knowledge: A million porcupines crying in the dark. In J.G. Knowles & A. Cole (Eds.), Handbook of the arts in qualitative research (pp. 13-25). Thousand Oakes, CA: SAGE.
Knowles, J.G., & Cole, A. (Eds.). (2008). Handbook of the arts in qualitative research. Thousand Oaks, CA: SAGE.
Lakin, M. (2009). Forging new identities: Older adults in higher education. International Journal of Continuing Education and Lifelong Learning, 2(1), 33-44.
Laslett, P. (1989). A fresh map of life: The emergence of the third age. London: Weidenfeld and Nicolson.
Lawton, P. (2012). Artist/researcher/teacher: A holistic approach to art teacher preparation. In L. Campbell & S. Simmons III (Eds.), The heart of art education (pp. 166-179). Reston, VA: National Art Education Association.
Lawton, P., & La Porte, A. (2013). Beyond traditional art education: Transformative lifelong learning in community-based settings with older adults. Studies in Art Education: A Journal of Issues and Research, 54(4), 310-320.
Leavy, P. (2009). Method meets art: Art–based research practice. New York, NY: Guilford Press.
London, P. (2003). Drawing closer to nature: Making art in dialogue with the natural world. Boston, MA: Shambhala Publications.
London, P. (2006). Towards a holistic paradigm of art education: Art education: Mind, body, spirit. Visual Arts Research, (32)1. 8-15.
MacLeod, H. (2011). Evil Plans: Having Fun on the Road to World Domination. New York, NY: Penguin Group.
Mason, J. (1998). Qualitative researching. London: SAGE.
McKerracher, A., & Hasebe-Ludt, E. (2014). Life Writing, Literature, and Curriculum as Artful Cosmopolitan Encounters. Canadian Review Of Art Education: Research & Issues, 41(1), 117-133.
McNiff, S. (2008). Art-Based Research. In J.G. Knowles, & A. Cole (Eds.), Handbook of the arts in qualitative research (pp. 29-40). Thousand Oakes, CA: SAGE.
Mendel, T. (2015). Using the creative arts for transformational learning. Victoria, BC: Friesen Press.
Merriam, S. (Ed.). (2001). The new update on adult learning theory. San Francisco, CA: Jossey-Bass.
Merriam, S., & Grace, A. (Eds.). (2011). The Jossey-Bass reader on contemporary issues in adult education. San Francisco, CA: Jossey-Bass.
Mezirow, J. and Associates (2000). Learning as transformation: Critical perspectives on theory in progress. San Francisco, CA: Jossey-Bass.
Mezirow, J. & Taylor, E. W. and Associates (2009). Transformative learning in practice: Insights from community, workplace, and higher education. San Francisco, CA: Jossey-Bass.
Miller, J. P. (2006). Educating for wisdom and compassion: Creating conditions for timeless learning. Thousand Oaks, CA: Sage Publications.
Noddings, N. (2005). The challenge to care in schools: An alternate approach to education. New York, NY: Teachers College.
Noddings, N. (2006). Critical lessons: what our schools should teach. New York, NY: Cambridge University Press.
Noddings, N. (2012). Philosophy of education (3rd ed.). Boulder, CO: Westview.
O’Donoghue, D. (2015). On the education of art-based researchers: What we might learn from Charles Garoian. Qualitative Inquiry, 21(6), 520-528.
O’Sullivan, S. (2006). Rhizomes, machines, multiplicities, and maps, Art encounters: Deleuze and Guattari. (pp. 9-37). New York, NY: Palgrave.
Palmer, P. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life 10th Anniversary Ed., San Francisco, CA: Jossey-Bass.
Patton, M.Q. (2002). Qualitative Research and Evaluation Methods. Thousand Oaks, CA: SAGE.
Pfaff, C. L. (2013). In Pursuit of Change: A Study of a Principal’s Application of Transformational Leadership Strategies. In A. Lukenshuck (Ed.), Paradigms of research for the 21st century: Perspectives and examples from practice (pp. 136-147). New York, NY: Peter Lang.
Rautins, C., & Ibrahim, A. (2011). Wide-Awakeness: Toward a critical pedagogy of imagination, humanism, agency, and becoming. International Journal of Critical Pedagogy, 3(3), 24-36.
Riessman, C. (2008). Narrative methods for the human sciences. Thousand Oaks, CA: SAGE.
Richards, M.C. (1973). The crossing point. Hanover, NH: Wesleyan University Press.
Roenpagel, N. (2015). Other-than-ego-consciousness: Approaching the “spiritual” in secular art education. Artizein: Arts and Teaching Journal, (1)1, 39-54.
Saldana, J. (2011). Fundamentals of qualitative research: Understanding qualitative research. New York, NY: Oxford.
Selman, G., Selman, M., Cooke, M., & Dampier, P. (1998). The foundations of adult education in Canada (2nd ed.). Toronto, ON: Thompson Educational Publishing, Inc.
Schurman, R. (2013) Is There a Model for Success? In Lukenshuck, A. (Ed.), Paradigms of research for the 21st century: Perspectives and examples from practice (pp. 148-165). New York, NY: Peter Lang.
Shueboork, R. (2015). Honouring the visual: Nurturing Alliances in Art, Education & Community. The Canadian Art Teacher (13)2, 10-21.
Silf, M. (2003). One hundred wisdom stories from around the world. Oxford, England: Lion Publishing.
Sinner, A. (2013). Unfolding the unexpectedness of uncertainty: creative nonfiction and the lives of becoming teachers. Rotterdam, The Netherlands: Sense Publishers.
Sinner, A., Sameshima, P., & Walker, C. (2015). I am older, I should know; but I’m older, so I don’t know: Cindy’s story of returning to learning in art education, The Canadian Review of Art Education, 42(1), 164-179.
Slavich, G., & Zimbardo, G. (2012). Transformational teaching: Theoretical underpinnings, basic principles, and core methods. Educational Psychology Review, 24, 569-608.
Smith, D. (2012). Spiritual cardiology and the heart of wisdom. In C. Chambers, E. Hasebe-Ludt, C. Leggo, & A. Sinner, (Eds.), A Heart of Wisdom: Life Writing as Empathetic Inquiry (pp. xi-xvi). New York, NY: Peter Lang.
Springgay, S., Irwin, R. & Kind, S. (2005). A/r/tography as living inquiry through art and text. Qualitative Inquiry, 11(6), 897-912.
Sullivan, G. (2010). Art practice as research: Inquiry in visual arts. Thousand Oaks, CA: SAGE.
Taylor, E. (2008). Transformative learning theory. New Directions for Adult and Continuing Education, 119, 5-15.
Taylor, E. (2009). Fostering Transformative Learning. In J. Mezirow & E. W. Taylor, (Eds.), Transformative learning in practice: Insights from community, workplace, and higher education (pp. 3-27). San Francisco: Jossey-Bass.
Van Den Hoonaard, D.K. (2012). Qualitative research in action: A Canadian primer. Don Mills, ON: Oxford University Press.
Van Manen, M. (1997). Researching lived experience : Human science for an action sensitive pedagogy (2nd ed.). London, ON: Althouse Press.
Walsh, S., Bickel, B., & Leggo, C. (Eds.), (2015). Arts-based and contemplative practices in research and teaching: Honoring presence. New York, NY: Routledge.
Weiss, R., & Bass, S. (2002). Challenges of the third age. New York, NY: Oxford.
Withnall, A. (2010). Improving learning in later life. New York, NY: Routledge.
Withnall, A. & Percy, K. (1994). Good Practice in the Education and Training of Older Adults. Aldershot: Ashgate.
White, B. (2014). Student generated art criticism. The Canadian Review of Art Education, 41(1), 49-52.
Wise, M., & Glowacki-Dudka, M. (Eds.) (2004). Embracing and enhancing the margins of adult education. San Francisco, CA: Jossey-Bass.
Wuest, J. (1995). Feminist grounded theory: An exploration of the congruency and tensions between two traditions in knowledge discovery. Qualitative Health Research, 5(1), 125-137.
Yin, R.K. (2014) Case study research design and methods. Thousand Oaks, CA: SAGE.
All items in Spectrum are protected by copyright, with all rights reserved. The use of items is governed by Spectrum's terms of access.

Repository Staff Only: item control page

Downloads per month over past year

Research related to the current document (at the CORE website)
- Research related to the current document (at the CORE website)
Back to top Back to top