The Dialogue Competence Model – a pathway to transformative learning.
2011 (English)Conference paper (Refereed)
The aim of the paper is to describe a model of dialogue competence (DCM) and illustrate how it can become an analytic tool for understanding the path to transformative learning in small group communication in an adult education setting. A case study involving PhD students is used as an illustration. This case consists of consciousness raising workshops which were deliberately designed to create disorienting dilemmas and the small group work was planned in such a way that the students had the opportunity to develop dialogue competence.The theory of transformative learning is used as a means of analysing learning processes in rational discourse. The DCM is empirically grounded in discourse analysis on small group conversation in dialogue meetings and maintains that interaction quality is dependent on the dialogue competence of the participants. An analysis of the data indicates that it is an effective consciousness raising exercise. It also demonstrates key aspects of the DCM; those who got the most out of the exercise demonstrated most of the DCM abilities. Individual learners could recognize invalid assumptions and gain the confidence to reject them, try out new courses of action and new roles. Dialogue competent participants helped create a learning context for themselves and their peers that resembles Mezirow's rational discourse model.
Place, publisher, year, edition, pages
Transformative learning; dialogue competence; adult learning
Research subject Education
IdentifiersURN: urn:nbn:se:su:diva-69332OAI: oai:DiVA.org:su-69332DiVA: diva2:476075
Paper presented at the Ninth International Transformative Learning Conference in Europe, May 28-29 2011, Athens, Greece. (Conference paper)