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ERIC Number: ED521477
Record Type: Non-Journal
Publication Date: 2010
Pages: 134
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1240-6550-2
ISSN: N/A
Toward Transformative Learning: An Inquiry into the Work and Subsequent Learning Experiences of Individuals Who Assisted Hurricane Katrina Evacuees
Ficks, David B., II.
ProQuest LLC, Ph.D. Dissertation, University of Idaho
The purpose of this multi-case study was to examine in depth the personal and learning experiences of helping professionals and volunteer helpers when challenged to assist adult Hurricane Katrina evacuees and victims in the aftermath of the disaster. The study contributes theoretically, practically and substantively to the adult education field. Participants share transformative learning experiences that they experienced as a result of the work they did. These experiences revealed two major themes. Theme one: was that helping was a catalyst for transformative personal or professional change; and theme two was that helping was a catalyst for a transformational broadening of worldview, particularly in terms of cultural learning. In addition, the study explores practical considerations for volunteer coordinators, service-learning professionals, volunteer helpers, helping professionals and agencies providing services in crisis situations. Substantively, the study provides an in-depth account of the work of seven helpers delivering services to evacuees and victims following Hurricane Katrina. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A