Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.660473
Title: Spaces of resistance – places of transformative learning : women's metamorphosis and empowerment?
Author: Pazioni-Kalli, A.
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 2006
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Abstract:
The research reported on here is an investigation of the relations of Transformative Learning and Transformative Spaces. It is an interdisciplinary study aimed at exploring the interplay between space, culture, memory and identity in learning. In particular, it seeks a) to understand how our individual and social identities are determined by space and movement within/in-between/across/beyond space(s), and b) to establish a dialogic formation between and among concepts of social, spatial, gendered learning environments and their interaction with time in the production of collective action, democracy, and freedom. In this respect, its aims are to contribute to understandings of different power relations that influence knowledge construction, and about what can be learnt when people struggle for a more equitable society. In so doing, it draws from a very broad array of theorists but also from empirical investigation conducted in two ways: a) through a case study of a particular place (Greece), focusing on a social (political) movement emerged in the years of Greece’s military dictatorship, 1967-1974 and b) through a life history/biographical narrative study of four particular (Greek) women. The dissertation will bring to the fore a cultural analysis of the emergence of the movement as well as of the construction of gender identities within and beyond that movement.  It will challenge views that seek only structural exegeses of social phenomena and relations by arguing that a social phenomenon cannot be analysed detached from the space and time that brought it about, thus pointing out the importance of context, in addition to aspirations, emotions, contradictory feelings and imagination in the processes associate with the concept of transformative learning.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.660473  DOI: Not available
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