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dc.contributor.advisorO'Neil, Joy Kceniaen_US
dc.contributor.authorWahl, Kim
dc.date.accessioned2020-12-15T20:46:29Z
dc.date.available2020-12-15T20:46:29Z
dc.date.issued2020-05
dc.identifier.urihttp://digital.library.wisc.edu/1793/80877
dc.description.abstractThe purpose of this study was to understand the learning experiences and the role of affect for students in a transformative sustainability education doctoral program. My research questions reflected the purpose of this study: How do adults experience learning in a transformative sustainability education doctoral program? How does affective learning play a role in adult learner experiences in a transformative sustainability education doctoral program? How do affect and emotions play a role in transformative learning? Through participatory action research utilizing a photovoice method and built upon a transformative sustainability theoretical framework, I explored affect and learning experiences in a cohort doctoral program. The results of this study indicated that students experienced ongoing learning with positive affect when they felt a sense of belonging and connectedness to self, others, and/or nature. When students experienced a lack of belonging/connectedness, they worked to re-establish connections. Network connections, dynamic balance, and feedback loops were key in establishing a sense of belonging to support ongoing and meaningful learning in a transformative sustainability education program.en_US
dc.language.isoen_USen_US
dc.publisherSchool of Education, University of Wisconsin-Stevens Pointen_US
dc.subjectphotovoiceen_US
dc.subjectaffective learningen_US
dc.subjectliving systems theoryen_US
dc.subjectparticipatory action researchen_US
dc.subjecttransformative sustainability learningen_US
dc.titleDefying Gravity: An Affective Photovoice Lens on Transformative Sustainability Learningen_US
dc.typeDissertationen_US


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