This qualitative investigation examined the semester long effects of a critical transformative pedagogy on students’ metaphorical understandings of conflict interaction. The study included five university conflict management seminars taught over a four year period. Findings revealed that (a) while most students entered the course with predominantly negative and oppositional perceptions of conflict, the use of a critical transformative pedagogy did indeed (b) help support new metaphorical understandings of conflict interaction and (c) supported instances of personal empowerment and expanded self-knowledge. Implications and suggestions for future research are considered.
Walton, Justin D.
"BROADENING STUDENTS’ PERCEPTIONS OF CONFLICT: THE CHALLENGE OF METAPHORICAL CHANGE,"
Administrative Issues Journal:
3, Article 4.
Available at: http://dc.swosu.edu/aij/vol5/iss3/4