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  1.  2
    Transforming Middle Leadership in Education and Training Board Post-Primary Schools in Ireland.Sabrina Fitzsimons, P. J. Sexton & Siobhán Kavanagh - 2021 - International Journal for Transformative Research 8 (1):20-32.
    Distributed Leadership is a feature of education in many jurisdictions. Similarly, in Ireland the principles of DL have been adopted as part of a quality framework to underpin a system that provides high quality student care, learning and teaching. This model necessitates an alignment of senior leaders and middle leaders whose actions are informed by the needs and priorities of their particular school. The traditional notion of the ML position as a management position is changing. The evolution requires a reconceptualisation, (...)
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  2.  1
    Our Transformative Journey to Become Action Researchers.Sigrid Marie Gjøtterud, Erling Krogh, Md Alamin, Trine Lund & Md Hafizur Rahman - 2021 - International Journal for Transformative Research 8 (1):9-19.
    During my childhood in Bangladesh, I experienced the negative impact of the educational system. My experiences initiated a process of conscientization leading to values-driven activism through the establishment of Education for Development and Sustainability, a child-friendly community of practice, with Trine and Alamin. In encounters with Erling and Sigrid, we became aware that our activities were in accordance with action research based on cooperative inquiry. From that point of departure, we developed our own collaborative living theory. In this paper, we (...)
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  3. Transformative Learning: Reflections on Opportunities and Challenges.Michael Hammond - 2021 - International Journal for Transformative Research 8 (1):I-II.
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  4.  1
    Ethical Dilemmas in Sharing Transformative Experiences with Patients in a Clinical Setting: A Reflective Account.Marion Khan - 2021 - International Journal for Transformative Research 8 (1):1-9.
    I write this article as a postgraduate researcher undertaking a doctorate in Education, with an interest in research as a transformative process, and fascinated by the debate as to whether reality is objective or subjective. In reflecting on this, I recalled a significant incident that occurred when I was Professional Education Lead in an NHS hospital. I had been asked to work with a nurse, who had been disciplined as a consequence of talking about her Christian faith with a patient. (...)
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    The Transformative Power of Education as a Means of Enabling Former Offenders to Live Meaningful and Productive Lives.Colin O’Connor - 2021 - International Journal for Transformative Research 8 (1):33-44.
    Kaur raises the question, how can education be more inclusive and representative when catering to diverse groups and students? Does our entitlement to human kindness cease once incarcerated, and are we to be forever banished to the outskirts of society? The majority of offender education research assesses success or failure through mechanistic, objective and calculated criteria. Statistically, offenders repeatedly underachieve in primary and secondary education; offenders who partake in some form of adult and post-release learning continue this pattern, and face (...)
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