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	<title>experience &#8211; Australian Journal of Adult Learning</title>
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	<link>https://ajal.net.au</link>
	<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>Negotiating learning through stories: mature women, VET and narrative inquiry</title>
		<link>https://ajal.net.au/negotiating-learning-through-stories-mature-women-vet-and-narrative-inquiry/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 08 Apr 2013 01:58:24 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[experience]]></category>
		<category><![CDATA[mature learners]]></category>
		<category><![CDATA[women]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1290</guid>

					<description><![CDATA[Author/s: Jeannie Daniels Edition: Volume 48, Number 1, April 2008 Summary: This paper explains my choice of narrative inquiry as a methodological approach in my recently completed PhD study. My research investigated learning experiences of mature women learners in VET. Notions of learning as negotiated lived experience called for a methodological approach that privileged the &#8230; <p class="link-more"><a href="https://ajal.net.au/negotiating-learning-through-stories-mature-women-vet-and-narrative-inquiry/" class="more-link">Continue reading<span class="screen-reader-text"> "Negotiating learning through stories: mature women, VET and narrative inquiry"</span></a></p>]]></description>
		
		
		
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