Elizabeth A Lange
Biographic Data
| ID | 5167298 |
|---|---|
| NAME | Elizabeth A Lange |
| GIVEN NAMES | Elizabeth A |
| FAMILY NAME | Lange |
| SIGNATURE | LANGE E A |
| AFFILIATIONS | St. Francis Xavier University |
| ORCID | 0000-0003-0051-723X |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Bridging Local Concerns and Systemic Change
This article presents the initial research and development phases of a transformative climate education program for adults in a semi-rural community on southern Vancouver Island. Using design-based research (DBR), we developed a workshop series informed by adult and lifelong education (ALE), transformative learning, and the theoretical frameworks of the Gesturing Towards Decolonial Futures Collective and its members, including Vanessa Machado de …
Composting modernity
We have reached the logical end of modernity as it lays waste to the natural world, discards people, and reveals its inherent and thus continual violence. Withdrawing our energy from and breaking down the constellation of modern beliefs, we can repattern ourselves and our communities for a life-giving future. In its structure and content, this article demonstrates a relationality approach to sustainability and climate education that undertakes pr…
Indigenous voices and decolonising lifelong education
Gender-based violence as difficult knowledge
Gender-based violence is a staggering but normalized global phenomenon, illustrated by the global reach of the #MeToo movement. Gender-based violence and the impacts of trauma enter learning spaces daily, acknowledged or not. Adult learners often respond to learning about gender relations with avoidance, denial, fear, defensiveness and trivialization, all facets of resistance. Britzman calls this ‘difficult knowledge’. Yet, education does reduce …
(Re)igniting a sociological imagination in adult education
This article argues that sociology has been a foundational discipline for the field of adult education, but it has been largely implicit, until recently. This article contextualizes classical theories of sociology within contemporary critiques, reviews the historical roots of sociology and then briefly introduces the classical theories illustrating the continual presence of sociological thinking in the adult education field. Finally, it periodize…
Transformative learning and concepts of the self
This article examines Canadian immigrant and intercultural learning as an insightful context for examining transformative learning. Theories of intercultural communication are explored, particularly the concept of transculturality and Bhabha’s concept of ‘Third Space’. Various concepts of the self are also compared, particularly two conceptions implicit in theories of transformative learning, the autonomous self and the relational self. Finally, …
(En)Gendering Vulnerability
As part of a multi-phased study exploring the experiences of refugee claimants in Atlantic Canada, this article focuses on the experiences and perceptions of immigrant service providers in relation to gender and women refugee claimants. Given the paucity of research on refugees in Atlantic Canada and on the particular perspectives of service providers, we have located this part of our research in the intersection of state policies and civil socie…
Expanding Knowledge Systems in Teacher Education
One of the driving forces for this special issue on Expanding Knowledge Systems in Teacher Education has been the recognition that many existing teacher education programs operate from an unmarked norm of privilege that has a "semblance of naturalness that in itself defends it from scrutiny" (Hurtado & Stewart, 1997, p. 300).This naturalness, which evades scrutiny, continues to be used as a way to avoid recognition and inclusion of "hot" knowledg…
A Fair Country
(En)Gendering Vulnerability
As part of a multi-phased study exploring the experiences of refugee claimants in Atlantic Canada, this article focuses on the experiences and perceptions of immigrant service providers in relation to gender and women refugee claimants. Given the paucity of research on refugees in Atlantic Canada and on the particular perspectives of service providers, we have located this part of our research in the intersection of state policies and civil socie…
Gender-based violence as difficult knowledge
Gender-based violence is a staggering but normalized global phenomenon, illustrated by the global reach of the #MeToo movement. Gender-based violence and the impacts of trauma enter learning spaces daily, acknowledged or not. Adult learners often respond to learning about gender relations with avoidance, denial, fear, defensiveness and trivialization, all facets of resistance. Britzman calls this ‘difficult knowledge’. Yet, education does reduce …
Indigenous voices and decolonising lifelong education
(Re)igniting a sociological imagination in adult education
This article argues that sociology has been a foundational discipline for the field of adult education, but it has been largely implicit, until recently. This article contextualizes classical theories of sociology within contemporary critiques, reviews the historical roots of sociology and then briefly introduces the classical theories illustrating the continual presence of sociological thinking in the adult education field. Finally, it periodize…
Expanding Knowledge Systems in Teacher Education
One of the driving forces for this special issue on Expanding Knowledge Systems in Teacher Education has been the recognition that many existing teacher education programs operate from an unmarked norm of privilege that has a "semblance of naturalness that in itself defends it from scrutiny" (Hurtado & Stewart, 1997, p. 300).This naturalness, which evades scrutiny, continues to be used as a way to avoid recognition and inclusion of "hot" knowledg…
A Fair Country
(En)Gendering Vulnerability
As part of a multi-phased study exploring the experiences of refugee claimants in Atlantic Canada, this article focuses on the experiences and perceptions of immigrant service providers in relation to gender and women refugee claimants. Given the paucity of research on refugees in Atlantic Canada and on the particular perspectives of service providers, we have located this part of our research in the intersection of state policies and civil socie…
(Re)igniting a sociological imagination in adult education
This article argues that sociology has been a foundational discipline for the field of adult education, but it has been largely implicit, until recently. This article contextualizes classical theories of sociology within contemporary critiques, reviews the historical roots of sociology and then briefly introduces the classical theories illustrating the continual presence of sociological thinking in the adult education field. Finally, it periodize…
Transformative learning and concepts of the self
This article examines Canadian immigrant and intercultural learning as an insightful context for examining transformative learning. Theories of intercultural communication are explored, particularly the concept of transculturality and Bhabha’s concept of ‘Third Space’. Various concepts of the self are also compared, particularly two conceptions implicit in theories of transformative learning, the autonomous self and the relational self. Finally, …
Gender-based violence as difficult knowledge
Gender-based violence is a staggering but normalized global phenomenon, illustrated by the global reach of the #MeToo movement. Gender-based violence and the impacts of trauma enter learning spaces daily, acknowledged or not. Adult learners often respond to learning about gender relations with avoidance, denial, fear, defensiveness and trivialization, all facets of resistance. Britzman calls this ‘difficult knowledge’. Yet, education does reduce …
Indigenous voices and decolonising lifelong education
Composting modernity
We have reached the logical end of modernity as it lays waste to the natural world, discards people, and reveals its inherent and thus continual violence. Withdrawing our energy from and breaking down the constellation of modern beliefs, we can repattern ourselves and our communities for a life-giving future. In its structure and content, this article demonstrates a relationality approach to sustainability and climate education that undertakes pr…
Bridging Local Concerns and Systemic Change
This article presents the initial research and development phases of a transformative climate education program for adults in a semi-rural community on southern Vancouver Island. Using design-based research (DBR), we developed a workshop series informed by adult and lifelong education (ALE), transformative learning, and the theoretical frameworks of the Gesturing Towards Decolonial Futures Collective and its members, including Vanessa Machado de …
Sociology (7 works) · Pedagogy (6 works) · Political science (5 works) · Law (3 works) · Psychology (3 works) · Transformative learning (3 works) · Adult and Continuing Education Topics (2 works) · Adult education (2 works) · Epistemology (2 works) · Gender Studies (2 works)