The Embodied Experience and Transformative Learning: Moving Towards a Healthy and Empowered Self

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dc.contributor.advisorGroen, Janet Elizabeth
dc.contributor.authorIafrate, Marco
dc.contributor.committeememberKawalilak, Colleen
dc.contributor.committeememberWinchester, Ian A. N.
dc.date2018-11
dc.date.accessioned2018-10-01T19:07:38Z
dc.date.available2018-10-01T19:07:38Z
dc.date.issued2018-09
dc.description.abstractUsing a qualitative single case study methodology, this study explored whether and how individuals find an empowered sense of themselves through their bodies and physical experiences. Five participants underwent 6 weeks of physical activity, with each week focusing on a different aspect of self-care. Research data were gathered through pre- and post-assessments, a 6-week questionnaire, and semi-structured interviews. Five themes emerged for the first sub-question (“What enhances or promotes embodied learning, which can then help one find an empowered sense of self?”): (a) curiosity and a willingness to learn, (b) reflection, (c) examination for personal improvement, (d) support, and (e) character strengths. Four qualities were found from the analysis of the second sub-question (“What role does the human body serve in transformational learning?”): (a) thoughtfulness, (b) personal acknowledgement, (c) health and wholeness, and (d) the affirmation of oneself. The participants’ experiences suggest that their engagement in the study had a positive impact on self-care, sense of self, and perspective change. The results provide insights for ongoing discussion into the role of embodied learning and its connection to overarching themes within transformative learning, which are disorienting dilemmas, reflection, and discourse. These findings contribute to the growing body of research in transformational learning by providing ideas for new conceptions for practice and by bringing attention back to the physical body as a source of learning and transformation.en_US
dc.identifier.citationIafrate, M. (2018). The Embodied Experience and Transformative Learning: Moving Towards a Healthy and Empowered Self (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/33065en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/33065
dc.identifier.urihttp://hdl.handle.net/1880/108712
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.facultyWerklund School of Education
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectembodied learning
dc.subjectTransformative Learning
dc.subjectphysical activity
dc.subjectself-care
dc.subject.classificationEducation--Adult and Continuingen_US
dc.subject.classificationEducation--Healthen_US
dc.titleThe Embodied Experience and Transformative Learning: Moving Towards a Healthy and Empowered Self
dc.typemaster thesis
thesis.degree.disciplineAnthropology
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameMaster of Arts (MA)
ucalgary.item.requestcopytrue
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