Dialogue and reflection – perspectives from two adult educators

References

• Berg, M., & Seeber, B. (2016). The slow professor: Challenge the culture of speedy in the academy. Toronto, ON: University of Toronto Press.
   Google Scholar
• Bohm, D. (1990). David Bohm on meaning, purpose and exploration in dialogue. (S. Bohm, Ed.). Retrieved from http://www.david-bohm.net/dialogue/dialogue_exploration.html
   Google Scholar
• Bohm, D., Factor, D., & Garrett, P. (1991). Dialogue: A proposal. Retrieved from www.david-bohm.net/dialogue/dialogue_proposal.html
   Google Scholar
• Coffield, F. (Ed.). (2000). Differing visions of the learning society. Bristol: Policy Press.
   Google Scholar
• Gouthro, P. (2000). Globalization, civil society and the homeplace. Convergence, 33(1–2), 57–77.
   Google Scholar
• Groen, J., & Kawalilak, C. (2006). Creating community – a ‘new’ faculty perspective. Organization Development Journal, 24(1), 57–67.
   Google Scholar
• Groen, J., & Kawalilak, C. (2014). Pathways of adult learning: Professional and education narratives. Toronto, Ontario: Canadian Scholars’ Press.
   Google Scholar
• Groen, J., & Kawalilak, C. (Winter 2016). Creating spaces for transformative learning in the workplace. New Directions for Adult and Continuing Education, 152, 61–71. Jossey-Bass. doi:10.1002/ace.20213
   Google Scholar
• Hake, B. J. (2011). Rewriting the history of adult education: The search for narrative structures. In K. Rubenson (Ed.), Adult learning and education (pp. 14–19). Oxford, UK: Elsevier Ltd.
   Google Scholar
• Horton, M. (2003). The myles horton reader: Education for social change. (D. Jacobs, Ed.). Knoxville: The University of Tennessee Press.
   Google Scholar
• Jarvis, P. (2010). Adult education and lifelong learning: Theory and practice (Ed.4). New York, NY: Routledge.
   Google Scholar
• Kawalilak, C., & Groen, J. (2010). Illuminating the tenure track pathway – a ‘new’ faculty perspective. Journal of Educational Thought, 44(1), 131–146. University of Calgary Press.
   Google Scholar
• Kawalilak, C., & Groen, J. (2014). An ‘educated heart’ and teaching practice. Journal of Educational Thought (JET), 47(1–2), 33–47
   Google Scholar
• Kawalilak, C., Groen, J., Poitras Pratt, Y., & Danyluk, P. (2017). Navigating a pathway for individual and collective well-being – Academics speak out [50th Anniversary Special Issue]. Journal of Educational Thought, 50(2–3), 138–155.
   Google Scholar
• Maccagnan, A., Wren-Lewis, S., Brown, H., & Taylor, T. (2019). Wellbeing and society: Towards quantification of the co-benefits of wellbeing. Social Indicators Research, 141(1), 217–243.
   Web of Science ®Google Scholar
• Noddings, N. (2005). Caring in education. the encyclopedia of informal education (infed). Retrieved from http://www.uvm.edu/~rgriffin/NoddingsCaring.pdf
   Google Scholar
• Palmer, P. (1990). The active live: A spirituality of work, creativity, and caring. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Plumb, D. (2009). Critical adult education in Canada in the time of CASAE. New Directions for Adult and Continuing Education, 124, 5–14.
   Google Scholar
• Rogers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842–866.
   Web of Science ®Google Scholar
• Rubenson, K. (Ed.). (2011). Adult learning and education. Oxford, UK: Elsevier Ltd.
   Google Scholar
• Silver, H. (2003). Does a university have a culture? Studies in Higher Education, 28(2), 157–169.
   Web of Science ®Google Scholar
• Stockton, W. (2004, September 24). A philosophy of the idea of Christian liberal arts education. Dallas Baptist University Symposium. Retrieved from http://www.dbu.edu/naugle/pdf/FridaySymposiumFa04/Philosophy_Christian_ Liberal_Arts_Edu.pdf
   Google Scholar
• Thayer-Bacon, B. (2003). Relational “(e)pistemologies”. New York, NY: Peter Lang Publishing Inc.
   Google Scholar
• University of Calgary (2017). Energized eyes high strategy: Board of governors report. Calgary, AB: University of Calgary.
   Google Scholar
• Vella, J. (2002). Learning to listen, learning to teach: The power of dialogue in educating adults (rev ed.). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Vella, J. (2016). The power of dialogue in adult learning. Reflective Practice: Formation and Supervision in Ministry, 36. Retrieved from http://journals.sfu.ca/rpfs/index.php/rpfs/article/view/456
   Google Scholar
• Wheatley, M. (2007). Finding our way: Leadership for an uncertain time. San Francisco, CA: Berrett-Koehler Publishers, Inc.
   Google Scholar
• Wheatley, M. (2009). Turning to one another: Simple conversations. San Francisco, CA: Berrett- Koehler Publishers, Inc.
   Google Scholar
• Ylijoki, O. H., & Mantyla, H. (2003). Conflicting time perspectives in academic work. Time & Society, 12, 55–78.
   Web of Science ®Google Scholar