The Transition of the Practitioner to the Instructor: Exploring the Possibility of Transformative Learning of Former Police Officers Who Have Become College Justice Studies Instructors

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dc.contributor.advisorJubas, Kaela
dc.contributor.authorUrasaki, Jim Masaya
dc.contributor.committeememberDanyluk, Patricia J.
dc.contributor.committeememberPatterson, Margaret
dc.contributor.committeememberBurns, Amy M.
dc.contributor.committeememberEtmanski, Catherine
dc.date2018-11
dc.date.accessioned2018-07-20T15:58:57Z
dc.date.available2018-07-20T15:58:57Z
dc.date.issued2018-07-23
dc.description.abstractIn this qualitative case study, I explored the learning experiences of individuals who have moved from a career in policing to a career in the post-secondary sector. Transformative learning theory as described by Mezirow (1978, 1981, 1996, 1997, 2000, 2003) is a useful paradigm to explore the experience of individuals going through this period of transition, especially when Illeris’ (2009, 2014a, 2014b, 2014c) focus on socially contextualized identity construction is added into the framework. In relation to my findings, I discuss insights into the development of new perspectives and roles that characterize the transformative process experienced by individuals who left their policing jobs to become justice studies instructors. In interviews with 12 participants and a brief review of curricular documents, I found that transformative learning can result in a change in identity while allowing for the maintenance of core identity. After presenting these findings, I close with a discussion of implications of this inquiry for professional programs and instructors in them in the college sector, as well as contributions to the continued development of the transformative learning framework.en_US
dc.identifier.citationUrasaki, J. M. (2018). The Transition of the Practitioner to the Instructor: Exploring the Possibility of Transformative Learning of Former Police Officers Who Have Become College Justice Studies Instructors (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/32651en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/32651
dc.identifier.urihttp://hdl.handle.net/1880/107469
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.subjectPolice Education
dc.subjectCollege Instructors
dc.subjectTransformative Learning
dc.subject.classificationEducation--Adult and Continuingen_US
dc.subject.classificationEducation--Community Collegeen_US
dc.subject.classificationEducation--Higheren_US
dc.subject.classificationEducation--Teacher Trainingen_US
dc.subject.classificationEducation--Vocationalen_US
dc.titleThe Transition of the Practitioner to the Instructor: Exploring the Possibility of Transformative Learning of Former Police Officers Who Have Become College Justice Studies Instructors
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
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