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Women’s leadership development programs (WLDP) are conceptualized as transformative learning spaces, which afford women the opportunity to explore previously uncritically examined assumptions and create new perspectives of themselves as leaders. This paper explains transformative learning environments are predicated on dialogue that encourages critical reflection in the context of caring relationships. This paper seeks to explore the communication practices needed to create these dialogic conditions. It outlines the results of a qualitative study that examined critical incidents of dialogue in a women’s leadership development program.
Author(s):
Robin Frkal
Assumption College
United States
