Terry Fleming
Biographic Data
| ID | 128007 |
|---|---|
| NAME | Terry Fleming |
| GIVEN NAMES | Terry |
| FAMILY NAME | Fleming |
| SIGNATURE | FLEMING T |
| AFFILIATIONS | Columbia University |
| ORCID | 0000-0001-5996-6174 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Māori youth suicide: Coroners’ experiences of engaging with bereaved families in Aotearoa New Zealand
Suicide is the third leading cause of death among young people globally, and Indigenous populations experience higher suicide rates than non-Indigenous populations. In many jurisdictions, suspected suicides are investigated through coronial services established by governments as part of colonisation, and these services often fail to foster positive engagement with Indigenous families. This research took place in Aotearoa New Zealand and was guide…
Indigenous youth mental health: An ecological approach to understanding risk and protective factors for Māori youth in Aotearoa New Zealand
Addressing inequitable mental health harm requires not only intervening at the individual level, but also addressing the wider social ecosystems that disproportionately harm Māori youth, including colonial systems that consistently impact Indigenous youth mental health, particularly housing precarity, poverty, violence, bullying, and racism. Culturally and developmentally appropriate approaches with a focus on creating safe and inclusive societie…
Transformative learning reconceptualized: Integrating reading literature and social imagination
Transformative Learning Transforming Research: The Learner Identity of Researchers
Two research projects undertaken ten years ago explored the experiences of mature students’ access, progression and drop-out in higher education, relying on Habermas and Honneth for sensitizing concepts. This paper explores the implications of undertaking this research today adopting a different set of sensitizing concepts and in the process transforming the identity of the researcher. To this end, this paper moves beyond Habermas and Honneth to …
The Tihei Rangatahi Research Programme: Tailoring a community-based youth empowerment programme for rangatahi Māori
Empowering Indigenous youth in their communities and within their own social-cultural contexts is an essential approach to developing their capacity as community advocators. We adapted an established youth empowerment programme for use among 51 Indigenous New Zealand youth. The key learnings of the programme reported: (a) youth highly rated their understanding and confidence across various social-health contexts based on the programmes' stance of…
Discourses, dialogue and diversity in biographical research: An ecology of life and learning
Towards a Pedagogy of Trauma: Experiences of Paramedics and Firefighters in a Covid-19 Era and Opportunities for Transformative Learning
Many workers, especially first responders, experience trauma at work. We gathered experiences of frontline workers in Berlin during COVID-19 and theorize those experiences within an education paradigm. Their experiences were written as part of their reflective writing on a hazard prevention course for emergency workers in 2022. The theorizing focuses on the struggle for meaning precipitated by the student’s experiences of trauma and makes a case …
Transforming everyday experience: Transformative learning, disorienting dilemmas and Honneth's theory of recognition
Axel Honneth's theory of recognition outlines the personal and social contexts of family, law and community solidarities in which recognition – and misrecognitions – are experienced. His work has implications for Mezirow's theory of transformative learning. Transformative learning is critiqued for an over dependence on the Dewey/Habermas foundations that demand high levels of rationality and for an over reliance on individual learning to the excl…
Toward a critical pedagogy of crisis
Crises in our society – climate, covid-19 and mass migration – seem to define not only the experience of learning but also the experience of living and even surviving that in turn have implications for adult learning. We explore the concept of experience and examine whether it plays a role in addressing the need for transformative learning. Our allies in this task are Oskar Negt from the Frankfurt School tradition, L. A. Paul from a philosophical…
Transformative dimensions of lifelong learning: Mezirow, Rorty and Covid-19
COVID-19 has done significant damage to individuals, families, workers and the economy. What is not known about the virus is part of the problem, and the knowledge gap drives an unprecedented and urgent search for knowledge. This article explores the challenges for lifelong learning and the relevance of transformative learning. Disorientation, disorienting dilemmas and critical reflection are the ingredients of such learning, since we can only le…
Connecting Bourdieu, Winnicott, and Honneth: Understanding the experiences of non-traditional learners through an interdisciplinary lens
This paper connects Bourdieu’s concepts of habitus, dispositions and capital with \na psychosocial analysis of how Winnicott’s psychoanalysis and Honneth’s recognition \ntheory can be of importance in understanding how and why non-traditional \nstudents remain in higher education. Understanding power relations in an interdisciplinary \nway makes connections – by highlighting intersubjectivity – between \nexternal social structures and subjective …
Fromm and Habermas: Allies for Adult Education and Democracy
Emotional Resilience: Risk and Protective Factors for Depression Among Alternative Education Students in New Zealand
A total of 268 alternative education students from New Zealand were surveyed to examine risk and protective factors for depression within the social environment. Twenty-eight (35.4%) of the girls and 31 (21.1%) of the boys had cut-off scores that indicated a high likelihood of significant psychopathology from depression. Multivariate analysis demonstrated that family and peer connections were protective against depression. High levels of poverty,…
Proposition 187: Rejoinder to Palti
In my original statement on Proposition 187 and in the subsequent commentary, there are several discrete issues which, to be understood, must be separated. In the context of the original article on democracy, my statement is nothing more than an affirmation of a people's right to make decisions for itself and a repudiation of the elitist despotism of the federal courts. Elías José Palti, however, would like to construe the statement as an express…
Transformative dimensions of lifelong learning: Mezirow, Rorty and Covid-19
COVID-19 has done significant damage to individuals, families, workers and the economy. What is not known about the virus is part of the problem, and the knowledge gap drives an unprecedented and urgent search for knowledge. This article explores the challenges for lifelong learning and the relevance of transformative learning. Disorientation, disorienting dilemmas and critical reflection are the ingredients of such learning, since we can only le…
Connecting Bourdieu, Winnicott, and Honneth: Understanding the experiences of non-traditional learners through an interdisciplinary lens
This paper connects Bourdieu’s concepts of habitus, dispositions and capital with \na psychosocial analysis of how Winnicott’s psychoanalysis and Honneth’s recognition \ntheory can be of importance in understanding how and why non-traditional \nstudents remain in higher education. Understanding power relations in an interdisciplinary \nway makes connections – by highlighting intersubjectivity – between \nexternal social structures and subjective …
Transforming everyday experience: Transformative learning, disorienting dilemmas and Honneth's theory of recognition
Axel Honneth's theory of recognition outlines the personal and social contexts of family, law and community solidarities in which recognition – and misrecognitions – are experienced. His work has implications for Mezirow's theory of transformative learning. Transformative learning is critiqued for an over dependence on the Dewey/Habermas foundations that demand high levels of rationality and for an over reliance on individual learning to the excl…
Fromm and Habermas: Allies for Adult Education and Democracy
Proposition 187: Rejoinder to Palti
In my original statement on Proposition 187 and in the subsequent commentary, there are several discrete issues which, to be understood, must be separated. In the context of the original article on democracy, my statement is nothing more than an affirmation of a people's right to make decisions for itself and a repudiation of the elitist despotism of the federal courts. Elías José Palti, however, would like to construe the statement as an express…
Emotional Resilience: Risk and Protective Factors for Depression Among Alternative Education Students in New Zealand
A total of 268 alternative education students from New Zealand were surveyed to examine risk and protective factors for depression within the social environment. Twenty-eight (35.4%) of the girls and 31 (21.1%) of the boys had cut-off scores that indicated a high likelihood of significant psychopathology from depression. Multivariate analysis demonstrated that family and peer connections were protective against depression. High levels of poverty,…
Fromm and Habermas: Allies for Adult Education and Democracy
Connecting Bourdieu, Winnicott, and Honneth: Understanding the experiences of non-traditional learners through an interdisciplinary lens
This paper connects Bourdieu’s concepts of habitus, dispositions and capital with \na psychosocial analysis of how Winnicott’s psychoanalysis and Honneth’s recognition \ntheory can be of importance in understanding how and why non-traditional \nstudents remain in higher education. Understanding power relations in an interdisciplinary \nway makes connections – by highlighting intersubjectivity – between \nexternal social structures and subjective …
Transformative dimensions of lifelong learning: Mezirow, Rorty and Covid-19
COVID-19 has done significant damage to individuals, families, workers and the economy. What is not known about the virus is part of the problem, and the knowledge gap drives an unprecedented and urgent search for knowledge. This article explores the challenges for lifelong learning and the relevance of transformative learning. Disorientation, disorienting dilemmas and critical reflection are the ingredients of such learning, since we can only le…
Toward a critical pedagogy of crisis
Crises in our society – climate, covid-19 and mass migration – seem to define not only the experience of learning but also the experience of living and even surviving that in turn have implications for adult learning. We explore the concept of experience and examine whether it plays a role in addressing the need for transformative learning. Our allies in this task are Oskar Negt from the Frankfurt School tradition, L. A. Paul from a philosophical…
Towards a Pedagogy of Trauma: Experiences of Paramedics and Firefighters in a Covid-19 Era and Opportunities for Transformative Learning
Many workers, especially first responders, experience trauma at work. We gathered experiences of frontline workers in Berlin during COVID-19 and theorize those experiences within an education paradigm. Their experiences were written as part of their reflective writing on a hazard prevention course for emergency workers in 2022. The theorizing focuses on the struggle for meaning precipitated by the student’s experiences of trauma and makes a case …
Transforming everyday experience: Transformative learning, disorienting dilemmas and Honneth's theory of recognition
Axel Honneth's theory of recognition outlines the personal and social contexts of family, law and community solidarities in which recognition – and misrecognitions – are experienced. His work has implications for Mezirow's theory of transformative learning. Transformative learning is critiqued for an over dependence on the Dewey/Habermas foundations that demand high levels of rationality and for an over reliance on individual learning to the excl…
Discourses, dialogue and diversity in biographical research: An ecology of life and learning
Transformative Learning Transforming Research: The Learner Identity of Researchers
Two research projects undertaken ten years ago explored the experiences of mature students’ access, progression and drop-out in higher education, relying on Habermas and Honneth for sensitizing concepts. This paper explores the implications of undertaking this research today adopting a different set of sensitizing concepts and in the process transforming the identity of the researcher. To this end, this paper moves beyond Habermas and Honneth to …
The Tihei Rangatahi Research Programme: Tailoring a community-based youth empowerment programme for rangatahi Māori
Empowering Indigenous youth in their communities and within their own social-cultural contexts is an essential approach to developing their capacity as community advocators. We adapted an established youth empowerment programme for use among 51 Indigenous New Zealand youth. The key learnings of the programme reported: (a) youth highly rated their understanding and confidence across various social-health contexts based on the programmes' stance of…
Indigenous youth mental health: An ecological approach to understanding risk and protective factors for Māori youth in Aotearoa New Zealand
Addressing inequitable mental health harm requires not only intervening at the individual level, but also addressing the wider social ecosystems that disproportionately harm Māori youth, including colonial systems that consistently impact Indigenous youth mental health, particularly housing precarity, poverty, violence, bullying, and racism. Culturally and developmentally appropriate approaches with a focus on creating safe and inclusive societie…
Transformative learning reconceptualized: Integrating reading literature and social imagination
Māori youth suicide: Coroners’ experiences of engaging with bereaved families in Aotearoa New Zealand
Suicide is the third leading cause of death among young people globally, and Indigenous populations experience higher suicide rates than non-Indigenous populations. In many jurisdictions, suspected suicides are investigated through coronial services established by governments as part of colonisation, and these services often fail to foster positive engagement with Indigenous families. This research took place in Aotearoa New Zealand and was guide…
Sociology (10 works) · Adult and Continuing Education Topics (8 works) · Psychology (8 works) · Pedagogy (7 works) · Transformative learning (7 works) · Epistemology (6 works) · Philosophy (6 works) · Global Educational Policies and Reforms (5 works) · Philosophy (5 works) · Critical and Liberation Pedagogy (4 works)