Conceptions et enjeux de changement: la complexité occultée
Clemence Michaud
, Jean-Charles Chabot
Abstract
Current research articles often present the concept of change as if it were a stable constant incurring the effects of instability. This present article, borrowing the concepts of knowledge-power and of discourse from Foucault, sees this discourse as only one discourse among many. Inspired by a variety of theories of education, we propose six approaches to change (adaptive, organismic, transpersonal, transformative, societal, and interactional). Each of these approaches is discussed in terms of the intentions, objectives, and indicators of change they privilege. Viewing the issues surrounding change from the perspective of the interaction of a variety of approaches could constitute a workable strategy for the introduction of reforms and for the designing of training programs.Metrics
Metrics Loading ...
Published
2005-09-30
Issue
Section
Articles
DOI
License
Copyright in the article is vested with the Author under the terms of the Creative Commons Attribution-NonCommercial-No Derivative Works 2.5 Canada license http://creativecommons.org/licenses/by-nc-nd/2.5/ca/. Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
How to Cite
Michaud, C., & Chabot, J.-C. (2005). Conceptions et enjeux de changement: la complexité occultée. Canadian Journal of Higher Education, 35(3), 1–26. https://doi.org/10.47678/cjhe.v35i3.183512
