Conversations for “Troubling” Learning and Practice in Transformative Learning
Fri Jun 28, 2024 10:00 AM - 12:30 PM EDT
Online, Zoom
Description
The 2024 ITLC theme embodies the view of American Civil Rights Activist John Lewis to not be afraid to get into good trouble, necessary trouble for social justice. This preconference seeks to envision transformation and transformative learning anew by troubling learning, practice, and change. Practices routinize, solidify, reinforce and cement "what we do around here." In this session we hold conversations with one another and with participants that trouble assumptions about practices for learning, work, and leading change.
- Silvia Gherardi and colleagues explore critical posthumanist conversations in the context of Management and Organization.
- Karen Watkins and Victoria Marsick discuss Nora Bateson's concept of "ready-ing" for complexity in the post-industrial era.
- Ellen Scully-Russ queries the precarity of, and dehumanizing stance toward, essential workers during the Covid-19 pandemic.
- Aliki Nicolaides reimagines adult education as world building.
Speakers:
Francesca Bracci is an Associate Professor at University of Florence. She holds a PhD in Adult Learning and Leadership from Catholic University of Milan and Teachers College, Columbia University. Her research focuses on collaborative research methodologies and practice-based approaches to the study of learning and change in organizations, communities, and adults. Another area of research includes the practice of fostering transformative learning in a variety of settings, such as school, professional development, gender education.
Loretta Fabbri is Professor of Didactics and Methodology of Educational and Training Processes. She has conducted research aimed at studying working practices and devices for the development of professional communities, with particular attention to the processes of learning and knowledge building in organizations. Her latest research works focus on topics related to Transformative Learning Theory and Reflective Practices. She is co-director of the international journal Educational Reflective Practices and President of the bachelor’s degree in educational sciences.
Monica Fedeli is Professor in Teaching and Learning Methods and Organizational Development at University of Padova. She has been Adjunct Professor at Boston University, at Michigan State University, at Julius Maximilian University, Germany, Visiting Professor at California University Berkeley, School of Education. She was Fulbright Scholar recipient at University of Georgia, College of Education for the year 2020. Her current research interests include adult teaching and learning methods, transformative learning and faculty development, university business dialogue, critical approach for human and organizational development, gender equity and women leadership. She is Vice Rector for the Third Mission and Relations with the Territory.
Silvia Gherardi is Senior Professor of sociology of organization at the University of Trento (Italy), where she founded the Research Unit on Communication, Organizational Learning, and Aesthetics (www.unitn.it/rucola). She is also professor II at the School of Business, Society and Engineering, Mӓlardalen University (Sweden). She received the degree of “Doctor Honoris Causa” from Roskilde University (2005), East Finland University (2010), and St Andrews University (2014). Her research interests include feminist new materialism, entrepreneurship as practice, the epistemology of practice theory, and post-qualitative methodologies in organization studies.
Victoria J. Marsick is Professor of Adult Learning and Leadership, Department of Organization & Leadership, Columbia University, Teachers College. She holds a Ph.D. in Adult Education from the University of California and an MIPA from Syracuse University. Victoria has written extensively about transformative learning, action learning, and—with Karen Watkins—informal and incidental organizational learning.
Aliki Nicolaides is Professor of Adult Learning, Leadership, and Adult Development at the University of Georgia in the program of Learning, Leadership, and Organization Development. Dr. Nicolaides seeks to optimize vital developmental conditions for adults, groups, and systems to learn and grow. Through the past decade of research and teaching, she has developed a theory of learning-from-and-within-complexity called Generative Learning. This theory highlights and explores how adults may learn from within the complexity and ambiguity that is so prevalent in this period of ’liquid’ modernity.
Ellen Scully-Russ is an Associate Professor of Human and Organizational Learning at The George Washington University Graduate School of Education and Human Development. Her scholarship and practice are focused on the role of Adult Education in meeting the individual and the political-economic challenges of the emerging knowledge society. With expertise in qualitative research methods, she has studied the inter-dependencies of work organization and individual learning in traditional as well as emerging occupations.
Karen Watkinsis Professor of Learning, Leadership and Organizational Development at The University of Georgia. She holds a PhD from the University of Texas at Austin. Karen’s scholarly interests include organizational learning assessment, informal and incidental learning, and action research and action science. Watkins is in the International Adult and Continuing Education Hall of Fame and the Academy of HRD Hall of Fame.