000			02116naaaa2200313uu 4500
001			https://directory.doabooks.org/handle/20.500.12854/83273
005			20220714195754.0
020			_a978-88-5518-155-6.11
020			_a9788855181549
024	7		_a10.36253/978-88-5518-155-6.11 _cdoi
041	0		_aEnglish
042			_adc
100	1		_aTajudeen Ade, Akinsooto _4auth _91625041
700	1		_aTino, Concetta _4auth _91588700
700	1		_aFedeli, Monica _4auth _91575702
245	1	0	_aChapter Fostering Critical Reflection in The Frame of Transformative Learning in Adult Education: Italian and Nigerian Comparative Case Studies
260			_aFlorence _bFirenze University Press _c2020
300			_a1 electronic resource (16 p.)
506	0		_aOpen Access _2star _fUnrestricted online access
520			_aCritical reflection (CR) is an important process for making decisions on complex issues that influence individuals and societal life. The ability to inform our perceptions and thoughts through the results of critical reflection on our assumptions is fundamentally important in order to face the challenges connected to adult life (Kreber, 2012). Under the perspective of transformative learning (Mezirow & Associates, 2000), the paper discusses the similarities and differences between the ways in which the Italian and Nigerian higher education systems support students' critical reflection. The results show how the two systems are on the right track to implementing the process at the micro and meso levels.
540			_aCreative Commons _fhttps://creativecommons.org/licenses/by/4.0/ _2cc _4https://creativecommons.org/licenses/by/4.0/
546			_aEnglish
653			_aCritical reflection
653			_atransformative learning
653			_acomparative studies
773	1	0	_0OAPEN Library ID: ONIX_20220601_9788855181549_352 _7nnaa
856	4	0	_awww.oapen.org _uhttps://library.oapen.org/bitstream/20.500.12657/56169/1/14717.pdf _70 _zDOAB: download the publication
856	4	0	_awww.oapen.org _uhttps://directory.doabooks.org/handle/20.500.12854/83273 _70 _zDOAB: description of the publication
999			_c3023167 _d3023167