000			03064nam a2200349Ia 4500
001			112733
005			20250625151238.0
008			110331s2002 eng
040			_aWSS _dAFV
082	0		_a362.828 POW
100			_aMacGibbon, Lesley _91593
245			_aPower, knowledge and reflexivity : _blearning 'from experience' in a Women's Refuge _cMacGibbon, Lesley
246			_aThesis submitted in fulfilment of the requirements for the Degree of Doctor of Philosophy at the University of Canterbury.
260			_aChristchurch _bUniversity of Canterbury _c2002
300			_a283, [22] leaves.; computer file : PDF format (7.24 MB)
365			_a00 _b0
500			_aThesis submitted in fulfilment of the requirements for the Degree of Doctor of Philosophy at the University of Canterbury.
520			_aThis thesis is about recognising and analysing learning from experience in community organisations. It critically examines not only the possibilities, but also the challenges and difficulties involved in that approach to learning. The thesis documents positive and innovative strategies for learning and providing services in a particular Women's Refuge, while at the same time offering a critical engagement with those interventions. This qualitative case study focuses on the induction and training of the Refuge volunteer advocates in one particular Refuge in Christchurch in 1998-1999. It examines the tensions inherent in a pedagogy of learning from experience, which operates in a wider context of state funding and state surveillance of the quality of services. Within the Refuge, the notions of 'experience' and 'learning' were not neutral or value free. What counted as learning within the Refuge context was not generalised knowledge, but an ability to engage in certain practices and talk about these practices in particular ways. Throughout their training, volunteer advocates were learning not just how to support women and children escaping violence in their homes, but how to manage their identities as learners and workers within the institutional regimes of the Refuge. The volunteer advocates had to learn to demonstrate reflexivity, and be 'honest', but they also learnt to manage that honesty. They were learning about the Refuge work, what 'experience' was valuable, and how to demonstrate that they were learning in this particular environment by demonstrating a capacity for self reflective talk about those experiences. In this respect, they had to engage in 'experiential learning' by overtly reconstructing their own actions, interactions and feelings.--AUTHOR'S ABSTRACT
522			_anz
650	2	7	_2FVC _aEDUCATION _9218
650	2	7	_2FVC _aGENDER _9269
650	2	7	_2FVC _aINTERVENTION _9326
650	2	7	_2FVC _aPOLICY _9447
650	2	4	_aSOCIAL SERVICES _9555
650	2	7	_2FVC _aTHESES _9606
650	2	7	_2FVC _aTREATMENT _9613
650	2	7	_9458 _aPREVENTION _2FVC
650	2	7	_9179 _aCULTURE _2FVC
651	2	4	_aNEW ZEALAND _92588
856	4		_uhttp://hdl.handle.net/10092/2887
942			_2ddc _cTHESIS
999			_c3061 _d3061