“Critical Friendship” and Sustainable Change: Creating Liminal Spaces to Experience Discomfort Together

Susan R. Adams; Ross Peterson-Veatch

doi:10.4018/978-1-61350-495-6.ch003

“Critical Friendship” and Sustainable Change: Creating Liminal Spaces to Experience Discomfort Together

Susan R. Adams, Ross Peterson-Veatch

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

The central focus of this chapter will be to describe the theory and practice of critical friendship in teacher professional development, paying special attention to the ways in which participants in small professional learning communities (PLCs) create spaces in which to experience discomfort together for the purpose of sustaining their own transformation as practitioners. Using protocols (prescribed turn-taking mechanisms) as social processes to negotiate and then arrive at explicitly named norms and agreements, PLCs that use critical friendship as their goal aim to create the conditions for personal and communal transformation of both their members and their institutional contexts.

Original language	American English
Title of host publication	Disrupting Pedagogies in the Knowledge Society: Countering Conservative Norms with Creative Approaches
DOIs	https://doi.org/10.4018/978-1-61350-495-6.ch003
State	Published - Jan 1 2012

Keywords

critical friendship
professional development
professional learning communities
tranformative learning

Disciplines

Bilingual, Multilingual, and Multicultural Education
Education
Educational Methods
Teacher Education and Professional Development

Access to Document

10.4018/978-1-61350-495-6.ch003License: Unspecified

http://www.worldcat.org/oclc/754389741

Cite this

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KW - tranformative learning

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UR - http://www.worldcat.org/oclc/754389741

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ER -

“Critical Friendship” and Sustainable Change: Creating Liminal Spaces to Experience Discomfort Together

Abstract

Keywords

Disciplines

Access to Document

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