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Book part
Publication date: 8 March 2022

Frans Lenglet

It is argued that social learning, transformative learning, collaborative learning and transgressive learning are branches and offshoots of the same ‘learning tree’. This chapter…

Abstract

It is argued that social learning, transformative learning, collaborative learning and transgressive learning are branches and offshoots of the same ‘learning tree’. This chapter examines the sources and evolution of theories of education and learning focused on transforming the learners' self-understanding and transforming the structures and social arrangements in which they and their educational and learning processes are embedded. The ‘transformative learning’ theories reviewed here span the last 50 years. They critique and go beyond the functionalist understanding that education and learning are meant to socialize learners within existing or dominant cultural and societal structures and/or in function of the transmission of knowledge, skills and attitudes from generation to generation. The first part of this article covers transformative learning and learning for transformation in the tradition of Freire, Habermas, Mezirow, and others. The second part concentrates on more recent ideas of collaborative learning, social learning and deliberative social learning evolving into transformative, and transgressive learning. By highlighting the warp and weft of the conceptual traditions and pedagogical practice within a variety of contexts and conditions, a colourful tapestry of transformative education and learning emerges. It is shown that, over time, the pertinence of transformative learning has only increased. The evolution of transformative learning presents itself as a virtual cycle, starting from marginalized and excluded people and communities via individual persons engaged in adult education and environmental education, to (groups of) people participating in collaborative and transgressive social learning, thereby becoming capable and empowered actors in processes of societal change and transformation.

Book part
Publication date: 9 December 2016

Bethany Alden-Rivers

This chapter proposes a reconceptualization of undergraduate education to support the development of students as agents of positive social change. Social innovation education is…

Abstract

Purpose

This chapter proposes a reconceptualization of undergraduate education to support the development of students as agents of positive social change. Social innovation education is put forward as a new pedagogy for the twenty-first century.

Methodology/approach

The chapter outlines a series of studies carried out at the University of Northampton between 2014 and 2015 to investigate social innovation education as a pedagogical design and practice for undergraduate curricula. Drawing on phenomenography, systematic literature review, and theory building, this chapter sets out conceptual, theoretical, and practical frameworks for designing and facilitating social innovation education.

Findings

Research findings include an ontology for understanding the concept of social innovation education, as well as a set of graduate attributes for designing learning for social change. A model of pedagogical praxis is proposed that supports the development of teaching and learning toward a more critical and socially impactful approach.

Originality/value

Despite some similarities to entrepreneurship and enterprise education, social innovation education is distinctive in its focus on social change-making with or without financial gain. Not only does this chapter present a set of abstract and practical tools for embedding social innovation in an undergraduate program, but also it provides a possible methodology for institutions who wish to embody particular principles within their curricular offerings.

Details

Innovation and Entrepreneurship in Education
Type: Book
ISBN: 978-1-78635-068-8

Keywords

Book part
Publication date: 25 November 2021

Nicholas Yoder and Alexandra Skoog-Hoffman

The need for social and emotional learning (SEL) has never been so clear. The growing understanding of its benefits has been made more evident by the stronger focus of state…

Abstract

The need for social and emotional learning (SEL) has never been so clear. The growing understanding of its benefits has been made more evident by the stronger focus of state, district, and school leaders, educators, and families to leverage SEL as a strategy to promote emotional well-being, to combat systemic and interpersonal inequities, and to engage students in positive learning environments. With this urgency to use SEL practices, now is the time to ensure a focus on creating environments and experiences that promote social and emotional development and deepening understanding of the motivational factors that promote student and adult success. Motivation researchers have been studying the motivational elements – and associated interventions – that better equip youth and adults to engage in their learning environments, suggesting the importance that the two fields learn with and from each other. The introductory chapter of the volume, Motivating the SEL Field Forward Through Equity, explores the intersections and accelerators of the two fields to create optimal learning environments and experiences for all youth. Specifically, we provide a high-level overview of the two fields, including ways each field takes into account personal development in relation to context and culture. We further explore ways in which the two fields intersect, elevating the importance of understanding the role of equity and excellence in research and practice. We then focus on one approach that we believe elevates equity of voice in research – research–practice partnerships. Finally, we highlight how this volume is organized.

Book part
Publication date: 24 July 2020

Wayne A. Hochwarter, Ilias Kapoutsis, Samantha L. Jordan, Abdul Karim Khan and Mayowa Babalola

Persistent change has placed considerable pressure on organizations to keep up or fade into obscurity. Firms that remain viable, or even thrive, are staffed with decision-makers…

Abstract

Persistent change has placed considerable pressure on organizations to keep up or fade into obscurity. Firms that remain viable, or even thrive, are staffed with decision-makers who capably steer organizations toward opportunities and away from threats. Accordingly, leadership development has never been more critical. In this chapter, the authors propose that leader development is an inherently dyadic process initiated to communicate formal and informal expectations. The authors focus on the informal component, in the form of organizational politics, as an element of leadership that is critical to employee and company success. The authors advocate that superiors represent the most salient information source for leader development, especially as it relates to political dynamics embedded in work systems. The authors discuss research associated with our conceptualization of dyadic political leader development (DPLD). Specifically, the authors develop DPLD by exploring its conceptual underpinnings as they relate to sensemaking, identity, and social learning theories. Once established, the authors provide a refined discussion of the construct, illustrating its scholarly mechanisms that better explain leader development processes and outcomes. The authors then expand research in the areas of political skill, political will, political knowledge, and political phronesis by embedding our conceptualization of DPLD into a political leadership model. The authors conclude by discussing methodological issues and avenues of future research stemming from the development of DPLD.

Details

Research in Personnel and Human Resources Management
Type: Book
ISBN: 978-1-80043-076-1

Keywords

Book part
Publication date: 26 November 2018

Pooja B. Vijayakumar, Michael J. Morley, Noreen Heraty, Mark E. Mendenhall and Joyce S. Osland

In this contribution, we systematically review the extant global leadership literature to identify important bibliometric and thematic patterns in evidence in this evolving field…

Abstract

In this contribution, we systematically review the extant global leadership literature to identify important bibliometric and thematic patterns in evidence in this evolving field of scholarship. Conceptualizing the phenomenon to include leaders/managers/supervisors who hold global, expatriate, or international positions, we draw out insights accumulated from a total of 327 published articles in key management and organizational behavior journals listed in Scopus. Our analysis proceeds in two sequential phases. Our bibliometric analysis first identifies the most cited articles, most published first authors, country bases of first authors, and frequently publishing journals in this field. This characterizes both the diversity and innovative nature of scholarship in the field. Our thematic content analysis, generated through Nvivo 11, isolates two dominant overarching themes that represent the wellspring for the body of literature, namely global leader development and global leader effectiveness. These themes of development and effectiveness are further explicated through six distinct lenses namely cultural, cognitive, learning, personality trait, social/relational, and political. These lenses are underpinned by a suite of theoretical perspectives encompassing individual, system, and contextual considerations. In combination, these sets of analyses bring added systematics to the field and serve as a point of departure for future inquiry.

Details

Advances in Global Leadership
Type: Book
ISBN: 978-1-78754-297-6

Keywords

Book part
Publication date: 13 August 2018

Robert L. Dipboye

Abstract

Details

The Emerald Review of Industrial and Organizational Psychology
Type: Book
ISBN: 978-1-78743-786-9

Content available
Book part
Publication date: 8 June 2020

Rupert Ward

Abstract

Details

Personalised Learning for the Learning Person
Type: Book
ISBN: 978-1-78973-147-7

Book part
Publication date: 18 July 2017

Kala Saravanamuthu

Accounting’s definition of accountability should include attributes of socioenvironmental degradation manufactured by unsustainable technologies. Beck argues that emergent…

Abstract

Accounting’s definition of accountability should include attributes of socioenvironmental degradation manufactured by unsustainable technologies. Beck argues that emergent accounts should reflect the following primary characteristics of technological degradation: complexity, uncertainty, and diffused responsibility. Financial stewardship accounts and probabilistic assessments of risk, which are traditionally employed to allay the public’s fear of uncontrollable technological hazards, cannot reflect these characteristics because they are constructed to perpetuate the status quo by fabricating certainty and security. The process through which safety thresholds are constructed and contested represents the ultimate form of socialized accountability because these thresholds shape how much risk people consent to be exposed to. Beck’s socialized total accountability is suggested as a way forward: It has two dimensions, extended spatiotemporal responsibility and the psychology of decision-making. These dimensions are teased out from the following constructs of Beck’s Risk Society thesis: manufactured risks and hazards, organized irresponsibility, politics of risk, radical individualization and social learning. These dimensions are then used to critically evaluate the capacity of full cost accounting (FCA), and two emergent socialized risk accounts, to integrate the multiple attributes of sustainability. This critique should inform the journey of constructing more representative accounts of technological degradation.

Details

Parables, Myths and Risks
Type: Book
ISBN: 978-1-78714-534-4

Keywords

Book part
Publication date: 9 September 2020

James Hawdon and Matthew Costello

Purpose – This chapter investigates if Ronald Aker’s Social Structure Social Learning (SSSL) theory can help explain who is involved with the production of online materials…

Abstract

Purpose – This chapter investigates if Ronald Aker’s Social Structure Social Learning (SSSL) theory can help explain who is involved with the production of online materials considered hateful or extremist.

Methodology/Approach – After discussing how SSSL can account for becoming exposed to online extremism and then becoming involved in its production, the authors conduct a logistic regression on data from 1,008 American adults that predicts if they produced online hate materials with variables derived from SSSL.

Findings – Results strongly support SSSL. While structural factors such as the respondents’ differential social organization, differential social location, and differential location in the social structure predict production of online hate materials, the effect of these factors is largely mediated once social learning variables are included in the model. Specifically, the respondents’ general definitions related to violence, specific definitions related to hate speech, and differential association accounts for variation in the production of online hate materials.

Originality/Value – This research contributes to the literature in two primary ways: (1) the authors investigate a critical, yet understudied, factor involved in the radicalization process; and (2) the authors demonstrate that a leading criminological theory applies to this form of deviance. This research also suggests key variables for creating strategies for countering violent extremism.

Book part
Publication date: 22 March 2011

Robert Bodle

Recent studies suggest that many of today's students are highly proficient in their use of digital media and are developing new learning styles heavily dependent on social media…

Abstract

Recent studies suggest that many of today's students are highly proficient in their use of digital media and are developing new learning styles heavily dependent on social media and the Web. Theories of social learning seem to address these new learning styles, which are interest and friend driven, and occur in contexts that are outside of class and within the flow of students’ everyday lives. Social learning emphasizes participation, group interaction, and utilizing collaborative environments. This chapter explores how using social media, specifically class blogs (WordPress) and microblogs (e.g., Twitter) together, help achieve social learning. Internet-based learners have various levels of proficiencies, competencies, and adoption rates. Strategies and best practices are explored to address how social media can be utilized by educators to accommodate the heterogeneity of digital learners and engage new styles of learning.

Details

Teaching Arts and Science with the New Social Media
Type: Book
ISBN: 978-0-85724-781-0

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