BROADENING STUDENTS’ PERCEPTIONS OF CONFLICT: THE CHALLENGE OF METAPHORICAL CHANGE
Author(s)Walton, Justin D.
conflict management education
Health and Medical Administration
Higher Education Administration
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AbstractThis qualitative investigation examined the semester long effects of a critical transformative pedagogy on students’ metaphorical understandings of conflict interaction. The study included five university conflict management seminars taught over a four year period. Findings revealed that (a) while most students entered the course with predominantly negative and oppositional perceptions of conflict, the use of a critical transformative pedagogy did indeed (b) help support new metaphorical understandings of conflict interaction and (c) supported instances of personal empowerment and expanded self-knowledge. Implications and suggestions for future research are considered.