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	<title>transformation &#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>On the borders of Pedagogy: Implementing a critical pedagogy for students on the Thai Burma Border</title>
		<link>https://ajal.net.au/on-the-borders-of-pedagogy-implementing-a-critical-pedagogy-for-students-on-the-thai-burma-border/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Wed, 26 Apr 2017 02:46:22 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[Burmese]]></category>
		<category><![CDATA[collaboration]]></category>
		<category><![CDATA[critical pedagogy]]></category>
		<category><![CDATA[public pedagogy]]></category>
		<category><![CDATA[refugee]]></category>
		<category><![CDATA[transformation]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4846</guid>

					<description><![CDATA[Author: Jen Couch Australian Catholic University Edition: Volume 57, Number 1, April 2017 Summary: This article uses an auto-ethnographic approach to explore the reflections and insights that occurred during my teaching of a subject in adolescent development on the Thai Burma border. This paper adopts a relatively descriptive style to a personal reflection of teaching on &#8230; <p class="link-more"><a href="https://ajal.net.au/on-the-borders-of-pedagogy-implementing-a-critical-pedagogy-for-students-on-the-thai-burma-border/" class="more-link">Continue reading<span class="screen-reader-text"> "On the borders of Pedagogy: Implementing a critical pedagogy for students on the Thai Burma Border"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Abridged too far? Credit transfer: Examining the transition process from TAFE to University</title>
		<link>https://ajal.net.au/abridged-too-far-credit-transfer-examining-the-transition-process-from-tafe-to-university/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 15 Oct 2013 06:40:41 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[advanced standing]]></category>
		<category><![CDATA[credit transfer]]></category>
		<category><![CDATA[Mezirow]]></category>
		<category><![CDATA[transformation]]></category>
		<category><![CDATA[transition]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1900</guid>

					<description><![CDATA[Author: Theresa Millman, University of Wollongong Edition: Volume 53, Number 2, July 2013 Summary: In responding to a global audience, universities are increasingly bound up in priorities of maintaining viability within landscapes of globalised market imperatives, and with changing paradigms of purpose; universities need to be accessible to all. In Australia, pathways to university provided by &#8230; <p class="link-more"><a href="https://ajal.net.au/abridged-too-far-credit-transfer-examining-the-transition-process-from-tafe-to-university/" class="more-link">Continue reading<span class="screen-reader-text"> "Abridged too far? Credit transfer: Examining the transition process from TAFE to University"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Humanities education as a pathway for women in regional and rural Australia: Clemente Ballarat</title>
		<link>https://ajal.net.au/humanities-education-as-a-pathway-for-women-in-regional-and-rural-australia-clemente-ballarat/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 15 Oct 2013 06:11:23 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[community engagement]]></category>
		<category><![CDATA[disadvantage]]></category>
		<category><![CDATA[equity]]></category>
		<category><![CDATA[humanities education]]></category>
		<category><![CDATA[social inclusion]]></category>
		<category><![CDATA[transformation]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1891</guid>

					<description><![CDATA[Authors: Ann Gervasoni, Australian Catholic University; Jeremy Smith, University of Ballarat; Peter Howard, Australian Catholic University Edition: Volume 53, Number 2, July 2013 Summary: This paper provides insight into the experience of Clemente humanities education for six regional and rural Australian women living around Ballarat. Each took part in an audio-taped semistructured interview which explored the &#8230; <p class="link-more"><a href="https://ajal.net.au/humanities-education-as-a-pathway-for-women-in-regional-and-rural-australia-clemente-ballarat/" class="more-link">Continue reading<span class="screen-reader-text"> "Humanities education as a pathway for women in regional and rural Australia: Clemente Ballarat"</span></a></p>]]></description>
		
		
		
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		<title>‘I’m not stupid after all’ – changing perceptions of self as a tool for transformation</title>
		<link>https://ajal.net.au/im-not-stupid-after-all-changing-perceptions-of-self-as-a-tool-for-transformation/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 17 Apr 2013 04:55:03 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult learners]]></category>
		<category><![CDATA[formal education]]></category>
		<category><![CDATA[opportunities]]></category>
		<category><![CDATA[reflection]]></category>
		<category><![CDATA[transformation]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1558</guid>

					<description><![CDATA[Author/s: Ms Julie Willans and Ms Karen Seary Edition: Volume 47, Number 3, November 2007 Summary: When adult learners return to formal education after a period of absence, coping with change is a constant and often omnipresent challenge. As they come to break down previous barriers to success in an educational arena, many adult learners are &#8230; <p class="link-more"><a href="https://ajal.net.au/im-not-stupid-after-all-changing-perceptions-of-self-as-a-tool-for-transformation/" class="more-link">Continue reading<span class="screen-reader-text"> "‘I’m not stupid after all’ – changing perceptions of self as a tool for transformation"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Diverse pathways into higher education: Using students’ stories to identify transformative experiences</title>
		<link>https://ajal.net.au/diverse-pathways-into-higher-education-using-students-stories-to-identify-transformative-experiences/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 19 Mar 2013 02:33:57 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[diverse backgrounds]]></category>
		<category><![CDATA[enrolment]]></category>
		<category><![CDATA[gender]]></category>
		<category><![CDATA[socio-economic]]></category>
		<category><![CDATA[transformation]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=954</guid>

					<description><![CDATA[Author/s: Robyn Benson, Lesley Hewitt, Margaret Heagney, Anita Devos and Glenda Crosling Edition: Volume 50, Number 1, April 2010 Summary: This paper is based on findings from the first phase of a longitudinal project examining how a group of students from diverse backgrounds succeed in higher education. The concept of perspective transformation is used to &#8230; <p class="link-more"><a href="https://ajal.net.au/diverse-pathways-into-higher-education-using-students-stories-to-identify-transformative-experiences/" class="more-link">Continue reading<span class="screen-reader-text"> "Diverse pathways into higher education: Using students’ stories to identify transformative experiences"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Art, disability, learning and the dance of my life</title>
		<link>https://ajal.net.au/art-disability-learning-and-the-dance-of-my-life/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Fri, 15 Mar 2013 06:36:01 +0000</pubDate>
				<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[brain tumour]]></category>
		<category><![CDATA[disability]]></category>
		<category><![CDATA[transformation]]></category>
		<category><![CDATA[wellbeing]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=864</guid>

					<description><![CDATA[Author/s: Faith Thorley Edition: Volume 51, Number 4, Special edition, December 2011 Summary: I use my passion and skills as an artist to deal with my various disabilities resulting from brain tumour surgery. The ‘artvantages’ of this approach have been many: improved self-esteem and a greater sense of wellbeing, to name just two. On reflection &#8230; <p class="link-more"><a href="https://ajal.net.au/art-disability-learning-and-the-dance-of-my-life/" class="more-link">Continue reading<span class="screen-reader-text"> "Art, disability, learning and the dance of my life"</span></a></p>]]></description>
		
		
		
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