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	<title>change &#8211; Australian Journal of Adult Learning</title>
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	<description>Critical thinking and research in the field of adult learning</description>
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		<title>An appreciative inquiry into the transformative learning experiences of students in a family literacy project</title>
		<link>https://ajal.net.au/an-appreciative-inquiry-into-the-transformative-learning-experiences-of-students-in-a-family-literacy-project/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 08 Apr 2013 06:39:08 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[adult learners]]></category>
		<category><![CDATA[appreciative inquiry]]></category>
		<category><![CDATA[bridging]]></category>
		<category><![CDATA[change]]></category>
		<category><![CDATA[experience]]></category>
		<category><![CDATA[transformative learning]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1354</guid>

					<description><![CDATA[Author/s: David Giles and Sharon Alderson Edition: Volume 48, Number 3, November 2008 Summary: Educational discourse has often struggled to genuinely move beyond deficit-based language. Even action research, a predominant model for teacher development, starts with the identification of a problem (Cardno 2003). It would appear that the vocabulary for a hope-filled discourse which captures &#8230; <p class="link-more"><a href="https://ajal.net.au/an-appreciative-inquiry-into-the-transformative-learning-experiences-of-students-in-a-family-literacy-project/" class="more-link">Continue reading<span class="screen-reader-text"> "An appreciative inquiry into the transformative learning experiences of students in a family literacy project"</span></a></p>]]></description>
		
		
		
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		<title>Study circles and the Dialogue to Change Program</title>
		<link>https://ajal.net.au/study-circles-and-the-dialogue-to-change-program/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 19 Mar 2013 04:23:10 +0000</pubDate>
				<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[change]]></category>
		<category><![CDATA[feedback]]></category>
		<category><![CDATA[public]]></category>
		<category><![CDATA[study circles]]></category>
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					<description><![CDATA[Author/s: Mary Brennan and Mark Brophy Edition: Volume 50, Number 2, July 2010 Summary: The origins of study circles can be traced back to the Chautauqua movement in the USA in the late nineteenth century. However, interest diminished in the USA and the Swedes discovered and enthusiastically imported the study circle idea as a remedy &#8230; <p class="link-more"><a href="https://ajal.net.au/study-circles-and-the-dialogue-to-change-program/" class="more-link">Continue reading<span class="screen-reader-text"> "Study circles and the Dialogue to Change Program"</span></a></p>]]></description>
		
		
		
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		<title>The learning society: Two justifications</title>
		<link>https://ajal.net.au/the-learning-society-two-justifications/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 19 Mar 2013 02:28:50 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[change]]></category>
		<category><![CDATA[learning society]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=950</guid>

					<description><![CDATA[Author/s: Ya-hui Su Edition: Volume 50, Number 1, April 2010 Summary: This article examines the view that has long been fashionable in related policies and literature that the establishment of the learning society is a necessary response to changing times. This article suggests that the association between the learning society and current change may be &#8230; <p class="link-more"><a href="https://ajal.net.au/the-learning-society-two-justifications/" class="more-link">Continue reading<span class="screen-reader-text"> "The learning society: Two justifications"</span></a></p>]]></description>
		
		
		
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