Transformative Learning As Discourse Annotated Bibliography (Essay Sample)
NNOTATED BIBLIOGRAPHY (FIVE ANNOTATIONS REQUIRED) (100 words each)Create a complete Annotated Bibliography for 5 academic scholarly sources, which include your introduction and thesis, publication details, and the annotation (see below for examples of each component). A total of 5 academic-scholarly sources are required for completion of your final research project.This is the continuation of a paper, I'm going to submit the first draft for you to follow, but you don't need to write on it and please follow this example:Example Introduction/Thesis to a Student Paper:It never ceases to amaze me that we pay so little attention to the greatest bulk of our intelligence—that is, the quality of thinking that helps us adapt, deal with stress, love, and live lives of fulfillment. Aristotle argued that educating the mind and not the heart is no education at all. For decades, educators have focused on cognitive skills because they are testable and, therefore, metrics can be applied to them. This kind of education, testing, and then metrically interpreting results has governed American education for decades. And the results have been losses of creativity, imagination, courtesy, civic interest, and the ability to invent businesses that serve people and advance us as a society. Although measurable skills are important, they are not exclusively important, and in fact lose value when separated from an education in the heart, the spirit, and the abstract qualities that make students fully human and excellent participants in a healthy society.
Example Publication Detail Capture:
Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58-63.
In this article, Mezirow (2003) makes a distinction between "instrumental" and "communicative" learning. "Instrumental learning" refers to those processes which measure and gage learning, such as tests, grades, comments, quizzes, attendance records and the like. "Communicative learning," on the other hand, refers to understanding created over time between individuals in what Mezirow calls "critical-dialectical-discourse," (p. 59) which is a fancy way of saying, important conversation between 2 or more speakers. Another key idea Mezirow discusses is "transformative learning," (p. 61) which changes the mind, the heart, the values and beliefs of people so that they may act better in the world. Mezirow argues that "hungry, desperate, homeless, sick, destitute, and intimidated people obviously cannot participate fully and freely in discourse" (p. 59). On the one hand, he is right: there are some people who cannot fully engage because their crisis is so long and deep, they are prevented. But, I don't think Mezirow should make the blanket assumption that everyone in unfortunate circumstances is incapable of entering the discourse meaningfully. One thing is certain: if we gave as much attention to the non-instrumental forms of intelligence--like goodness, compassion, forgiveness, wonder, self-motivation, creativity, humor, love, and other non-measured forms of intelligence in our school curriculums, we'd see better people, actors in the world, and interested investigators than we currently have graduating high school
Introduction and thesis statement
Anytime people see or hear the word ‘‘Slavery’’, they always tend to imagine or think of the Southern regions of United States during the Pre-civil War era. What majority of the people in our societies do not know is the horrible act that occurred worldwide to slaves. During slave trade and slavery, there was massive subjugation and torture of innocent people by other human beings. The history of slavery in the United States can be traced back to 1619 when 20 Africans were brought to the English colony of Jamestown. The essence of this paper is to examine the history of slave and the social, political, economic, and technological factors which contribute to the abolition of slavery and slave trade.
Fisher, M. (2013). Negro slave songs in the United States. The Journal article.
This article provides an in-depth analysis of how the slaves use songs to escape from captivity. Fisher asserts that slaves use the songs to express the sense of dissatisfaction, sorrow, and to inspire themselves. Singing at contraband comps helped slaves navigate the gray areas between freedom and slavery. Fisher argues that songs were passed down from one generation to another generation through slavery. From this article, it is clear that songs played a magnificent role in helping slaves cope with hard conditions as well as acquire freedom. It is relatively important to understand that songs were also a form of communication between slaves, especially when they were plotting to escape from White farms.
Genovese, E. D. (2014). The political and economy of slavery: Studies in the economy and society of the slave Southern region. Wesleyan University Press.
This article provides an interesting perspective on the political and economic factors which contributed to the slave trade and slavery in the United States. The high demand for free human beings to work in the White farms was one of the biggest reasons for the start of slavery. Industrialization, where the majority of people moved to urban settings, led to an influx of workers in rural settings. Shortages of labor in rural areas force the white supremacists to use extreme violence and force to solicit for sufficient labor. In a political perspective, Genovese (2014) argues that the negative misconceptions and myths towards Africans and Native Americans triggered the slavery in America.
Reisch, M., & Andrews, J. (2014). The road not taken: A history of radical social work in the United States. Routledge.
Reisch & Andrews (2014) provides a radical social perspective for the emergence of slavery in the United States and social impacts of slavery. The Reisch & Andrews assert that Europeans considered themselves to be the best and Blacks were considered to be socially inferior to whites. In additions, Black Americans were regarded by the Whites as people who did not deserve social, economic, and political rights. Such misinformed thinking made Europeans living in Virginia to force Africans into slavery. According to Reisch & Andrews, slavery led to the death of people, misery of families, and poverty. Socially, slavery led to the development of hierarchical society based on atavistic and agrarian.
Walker, M. (2016). Gendering Transatlantic Anti-Slavery History. The Eighteenth Century, 57(3), 401-407.
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