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The article critiques deficit-based educational discourse and contrasts problem-focused action research with appreciative inquiry’s emphasis on evidence of best practice. It explores holistic formation, teacher–student dialogue, and community relationships, while also addressing how New Right economic rationalism can derail education toward efficiency, prescribed outcomes, and user-pays business logic.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-adult-learning-volume-48-issue-3-november-2008/594372/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-adult-learning-volume-48-issue-3-november-2008/594372.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the paper critique deficit-based educational discourse?","Question",{"text":112,"@type":113},"It argues education has struggled to move beyond deficit-based language and lacks hopeful educational contexts where students’ experiences are holistic and transformative.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does appreciative inquiry differ from problem-focused research?",{"text":117,"@type":113},"Appreciative inquiry prioritizes evidence of successful practice and operates on the assumption that in every organisation something works, energising participants toward higher ideals.",{"name":119,"@type":110,"acceptedAnswer":120},"What role does dialogue play in transformative learning?",{"text":121,"@type":113},"Dialogue is presented as an open-ended, energetic exchange that supports reflective learning, enabling students to critically examine assumptions and beliefs and potentially experience incremental and sudden transformations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594372,1792642126,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Adult Learning Volume 48, Number 3, November 2008  \nAn appreciative inquiry into the transformative learning experiences of students in a family literacy project  \nDavid Giles  \nUniversity of Waikato, New Zealand and  \nSharon Alderson  \nAUT University, New Zealand  \nEducational discourse has often struggled to genuinely move beyond deficit-based language. Even action research, a predominant model for teacher development, starts with the identification of a problem (Cardno 2003). It would appear that the vocabulary for a hope-filled discourse which captures the imagination and influences our future educational activity seems to have escaped us. Moreover, we seem bereft of educational contexts where the experience for students is holistic and transformative.  \nAppreciative inquiry is a research approach that seeks to facilitate change based on participants’ actual experiences of best practice  \n466 David Giles and Sharon Alderson  \n(Cady & Caster 2000, Cooperrider & Srivastva 1987, English, Fenwick & Parsons 2003, Hammond 1998, Hammond & Royal 1998). Based on assumptions that ‘in every organisation something works’and‘if we are to carry anything of our past forward in our lives, it should be the good things’, appreciative inquiry energises participants to reach for higher ideals (Hammond 1998, Hammond & Royal 1998). Rather than giving priority to the problems in our current practice, appreciative inquiry gives attention to evidence of successful practice. In this way, proponents describe it as‘dream forming’ and ‘destiny creating’. This paper will outline an appreciative inquiry with adult students in the context of a tertiary bridging program. The inquiry was able to capture the students’stories of transformative learning experiences.  \nWhat are we aiming for in education?  \nFrom earliest times, the central thrust of education has been the fullest development of students’ characters and understandings. The development was seen as a holistic formation (Bennett 1997) . The interactions between the teacher and students provide the context for this transformative experience wherein the purpose and process of education was understood to be intentionally interactive and transformative. Holistic and transformative educational processes, then, attend to the fullest development of learners including their characters, understandings and skills – described in current literature as focusing on the head, heart and hands (Kuk 1993, Loup & Koller 2005). Indeed, an educated person was said to exhibit virtues such as thoughtfulness and hospitality as well as appropriately demonstrate their civic responsibilities (Bennett 1997). Formal learning contexts were supported by informal social contexts where teachers and students, and indeed the wider community, interacted together. In this way, teachers became known to their students and their families and vice versa (Palmer 1993, 1997, 1998) .  \nTransformative learning experiences of students in a family literacy project 467  \nIn becoming known, teachers must then grow in their appreciation of the extent to which they purposely engage with their students as opposed to unnecessary role playing (Palmer 1998, 1999) . The critical point here is that, whether consciously aware ofit or not, the teaching and learning exchange is holistic and influential (Taylor 1998) . Education involves an awareness and sensitivity to the many dynamic relationships between teacher and students and the facilitation of the exchanges between students (Palmer 1998) .  \nProponents of transformative education identify the discourse within the teaching-learning process as another critical factor which significantly influences students. Mezirow (1991) considers the dialogue of the teaching-learning process to be the medium for deeper and reflective learning, supporting students who critically reflect on their assumptions and beliefs as part of the learning process. Dialogue, then, is much more than a transmis","cbCaidiqA0mQvdxk","https://ap.wps.com/l/cbCaidiqA0mQvdxk","pdf",152876,14,"English","# Introduction\n## Appreciative inquiry as a research approach\n# What are we aiming for in education?\n## Holistic and transformative formation\n## Teacher–student dialogue and relationships\n# Avoiding the derailment of education\n## Critique of New Right economic rationalism","[{\"question\":\"Why does the paper critique deficit-based educational discourse?\",\"answer\":\"It argues education has struggled to move beyond deficit-based language and lacks hopeful educational contexts where students’ experiences are holistic and transformative.\"},{\"question\":\"How does appreciative inquiry differ from problem-focused research?\",\"answer\":\"Appreciative inquiry prioritizes evidence of successful practice and operates on the assumption that in every organisation something works, energising participants toward higher ideals.\"},{\"question\":\"What role does dialogue play in transformative learning?\",\"answer\":\"Dialogue is presented as an open-ended, energetic exchange that supports reflective learning, enabling students to critically examine assumptions and beliefs and potentially experience incremental and sudden transformations.\"}]","Australian Journal of Adult Learning - Volume 48 - Issue 3 - November 2008 | PDF",1792079033,35]