Thematic Analysis
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Abstract
From Buddhist and Indigenous learning that points to a theoretical framework for pedagogical practice (DeAngelis) to business education that suggests a capacity building teaching and learning model (Longmore, Grant, and Golnaraghi), this issue of the Journal of Transformative Education is immediately engaging in its scholarship that locates synergetic, productive tension between traditions that may have traditionally been perceived as disparate. Moreover, exploring the praxis–rather than polarization–of a teaching and learning disposition (DeGennaro) highlights pedagogical possibilities for shared engagement in authentic, mutual learning. Finally, this evidence-based study of co-operative inquiry and collaborative practices among higher education faculty invites readers to reflect upon the merits of transformed understandings of self, enhanced academic relationships, and more appreciative engagement with students (Napan, Green, Stent, Jülich, Lee, and Patterson).