Open AccessBalancing Direction and Response: Four Dimensions of Transformative Facilitation in Educational Development
Author(s) -
Torosyan Roben,
CookSather Alison
Publication year - 2018
Publication title -
to improve the academy
Language(s) - English
Resource type - Journals
ISSN - 2334-4822
DOI - 10.1002/tia2.20082
Subject(s) - transformative learning , facilitation , liminality , context (archaeology) , process (computing) , session (web analytics) , psychology , reflexivity , zone of proximal development , sociology , pedagogy , computer science , geography , neuroscience , social science , archaeology , world wide web , anthropology , operating system
In this article we present 4 dimensions of transformative facilitation, each conceptualized using the “wisdom of practice” (Weimer, 2006, p. 54) gathered through our experience facilitating educational development and through the experiences posted by participants in a POD Network conference session. Composed of theoretical underpinnings we drew from several bodies of literature and practical applications generated by us and participants during the session, these dimensions include: (a) liminality (context); (b) organization (structures); (c) attitudinal stance (tone); and (d) process. Through their multidirectional interactions with one another, these dimensions aim to transform facilitation as enacted across educational development contexts.