D


 * Debriefing:** A process through which subjects are given previously undisclosed information about the research project following completion of their participation in the research

Gadotti, M (2001). The work of Paulo Freire. In L. Kane //Popular education and social change in Latin America//, p. 33-56. London: Latin American Bureau.
 * Decodification -** Decodification (or decoding) describes a process by which a learner is challenged to describe and analyze their present perception and knowledge of the world. This may be achieved by having the learner create visual representations (codifications) of their current social situation. The goal of decodification is to stimulate the “appearance of a new perception and the development of new knowledge” according to Freire (Gandotti, 2001, p. 41).

One of the most popular postmodernist analytical frameworks is deconstruction. Deconstruction is an approach to textual analysis and seeks to expose and undermine the frame of reference, assumptions, and ideological underpinnings of the text. Although deconstructions can be developed using different methods and techniques, the process typically involves demonstrating the multiple possible readings of a text and their resulting internal conflicts, and undermining binary oppositions.
 * Deconstruction -**

[]
 * Decision** making can be regarded as the mental processes (cognitive process) resulting in the selection of a course of action among several alternatives. Every decision making process produces a final choice. The output can be an action or an opinion of choice.


 * Deductive Learning** - tying the study of a general concept to a particular situation, unlike inductive learning where a particular situation leads to the examination of a subject in general. Example of Deductive Learning: students are first taught the rules and given all the information regarding the language. Then they use and apply these rules in their language exercises and activities.


 * Defiance**: open or bold resistance to or disregard for authority, opposition, or power.


 * Deliberative:** A term which, in an educational setting, describes a situation in which learners gather for the purpose of making decisions relevant to their learning (e.g., where to learn, what to learn, etc). This term is used in the context of learners as decision makers.

**Deliberative rhetoric** -

According to Aristotle, one of the three major branches of rhetoric: speech or writing that attempts to persuade an audience to take, or not take some action. (FYI: The other two are judicial and epideictic)

"It is especially concerned with the possible and the impossible . . ., and so necessity becomes its special plea. The characteristic method of deliberation is reasoning from [|example], and so a concern with consequences and success dominates." (Eugene Garver, //Aristotle's Rhetoric: An Art of Character//. Univ. of Chicago Press, 1994)

The act or process of developing; growth; progress. It is a process in which something passes by degrees to a different stage. In the learning environment, development of students is important. Instructors must be aware that students are developing themselves and improving, while taking into consideration his/her teaching methods, and the students' learning methods. Each individual's development is unique and occurs when he/she is ready. Individuals may reach milestones at different times in their lives or may not reach some milestones at all. Development can be affected by both the learner's environment and innate qualities.
 * Development -**


 * Developmental Disability** - Describes lifelong disabilities attributed to both mental and physical impairments that originate at ages 18 or lower. The term is used primarily in Canada and the United States to describe individuals that require special governmental services.


 * Design:** In a learning setting, design is the placement of learning activities and exercises in a sequence. If design is optimized, then learning can be maximized. Furthermore, design has to take into consideration that learning is dynamic, and good placement of activities of learnings can significantly help the learning process.

Made controversial by the observation that it is a method of inquiry based on an adversarial framework that spends more time outlining problems with existing ideas than it does in creating new, creative solutions to these problems. Also perpetuates a hierarchical, gender biased attitude that values a male-dominated, aggressive style of inquiry.
 * Dialectic -**The process of stating a thesis, developing a contradictory antithesis, and combining and resolving them into a coherent synthesis. Dialectic is based on a dialogue between two or more people who may hold differing views, yet wish to pursue truth by seeking agreement with one another.

Freire theorized that people were first conscious of the world through their senses but that it was interaction with an individual’s social world that produced knowledge. Freire referred to this interaction as an ‘act of knowing’ and it would be different for each person (Gadotti 2001, p. 37)
 * Dialectic theory of knowledge:**

A conversation between two or more people, Conversation between characters in a drama or narrative, A literary work written in the form of a conversation, //Music// A composition or passage for two or more parts, suggestive of conversational interplay, 1. conversation between two or more persons. 2. the conversation between characters in a novel, drama, etc. 3. an exchange of ideas or opinions on a particular issue, esp. a political or religious issue, with a view to reaching an amicable agreement or settlement. 4. a literary work in the form of a conversation: a dialogue of Plato. (http://dictionary.reference.com/browse/dialogue?&qsrc=)
 * Dialogue -** as contrasted with "discussion"; is an exchange of ideas or opinions on a particular issue, esp. a political or religious issue, with a view to reaching an amicable agreement or settlement. A form of communication that involves continuous struggle to radically change our ways of knowing and being (Allman 2001 as cited in Newman 2006, p.111)

The education is based on the communication that takes place between the teacher and the student. It is the less common way in education in comparison to banking approach, because it’s more time ineffective for both the teachers and the students. However, the consequence is often result as the students learning the materials and not understanding it. Therefore, Vella used a workshop to let the professors experience the advantage of dialogue approach over banking approach.
 * Dialogue approach**

includes 12 principles to engage in dialogue education: needs assessment, safety, sound relationships, sequence, praxis, respect for learners as decision makers, ideas, feelings and actions, immediacy, clear roles and roles development, teamwork, engagement, accountability (Vella 2002)
 * Dialogue education -** includes the learner as an equal participant in the learning process, actively engaged and involved with the educator. Shifts sole responsibility from the instructor and places responsibility on the learner to ensure that learning is achieved. (Vella 2002)

Dialogue Education shifts the focus of education from what the teacher says to what the learner does, from learner passivity to learners as active participants in the dialogue that leads to learning (Global Learning Partners, 2006c). A [|dialogue] approach to education views learners as subjects in their own learning and honours central principles such as mutual respect and open communication (Vella, 2002). Learners are invited to actively engage with the content being learned rather than being dependent on the educator for learning. Ideas are presented to learners as open questions to be reflected on and integrated into the learner's own context (Vella, 2004). The intent is that this will result in more meaningful learning that has an impact on behaviour. ( [])
 * Dialogue Education** is a [|popular education] approach to [|adult education] first described by educator,[|Jane Vella] in the 1980’s. This approach to [|education] draws on various adult learning theories, including those of [|Paulo Freire], [|Kurt Lewin], [|Malcolm Knowles] and [|Benjamin Bloom] (Global Learning Partners, 2006b; Vella, 2004). It is a synthesis of these abstract theories into principles and practices that can be applied in a concrete way to learning design and facilitation. Dialogue Education is a form of [|Constructivism] and can be a means for [|Transformative learning], (Vella, 2004).

Six selected concepts from quantum thinking 1. Relatedness: All that we do in design and teaching is related. Each of the twelve principles is related to all the others. 2. A holistic perspective: the whole is far more than the sum of its parts. Learners learn more than we teach 3. Duality: Embrace opposites, use both/and thinking. Open questions invite both/thinking and dialogue 4. Uncertainty: every theory is constantly being constructed by application to new contexts. 5. Participation: The observer is part of what she observes. Each person’s perception of any given reality is different, dependent on their context and culture. We evoke the world we perceive. 6. Energy: Learning demands energy. Many of the principles and practices of dialogue education are designed to raise and sustain the energy of learners. (Jane vella 2002, p30,31)

To separate into two parts or classifications. To be or become divided into parts or branches; fork often can be exemplified by binary (0 or 1) or black & white.
 * Dichotomize**: divide into two opposing groups or kinds

Emphasizing the teaching component of the teaching - learning transaction where the knowledge of the presenter would be the focus rather than the understanding of that knowledge by the learner.
 * Didactic-** intended for instruction; inclined to teach or lecture others too much: a boring, didactic speaker.

= Diligent =

** 2. ** done or pursued with persevering attention; painstaking: //adiligent search of the files.//
[]
 * Diorama -** a three-dimensional full-size or miniature model, sometimes enclosed in a glass showcase for a museum

**Directed** **Learning** - Educational environments where a teacher in the role of expert/authority figure, transmitted knowledge and passive learning, standardized curriculum, and mastery of content.

** Direct Action ** – Those tactics that can be undertaken by people themselves, without the help of government agencies, lawyers, or other institutions. Examples include picketing, work slowdowns, strikes, occupation of buildings, and marches.

[]


 * Discussion -** As contrasted to dialogue; discussion is the "sharing of monologues" between individuals, with these monologues often bearing no relation to one another except for addressing the same topic or question.

Verb:
 * Disseminate:**
 * 1) Spread or disperse (something, esp. information) widely.
 * 2) Spread throughout an organ or the body.

**Distributive Justice -** concerns what some consider to be socially just with respect to the allocation of goods in a society. Thus, a community in which incidental inequalities in outcome do not arise would be considered a society guided by the principles of distributive justice. Allocation of goods takes into thought the total amount of goods to be handed out, the process on how they in the civilization are going to dispense, and the pattern of division. Civilizations have a narrow amount of resources and capital; the problem arises on how the goods should be divided[ http://en.wikipedia.org/wiki/Distributive_justice


 * Division of labour** n. "denotes any stable organization, co-ordinating individuals, or groups carrying out different, but integrated activities" A Dictionary of Sociology. John Scott and Gordon Marshall. Oxford University Press 2009. A particularly old concept in the social sciences going back to the work of Adam Smith. An example is patriarchy, which assigns labour roles by gender.


 * Depredation -** An act or an instance of attacking or plundering. A predatory attack; a raid.


 * Desegregation -** the elimination of laws, customs, or practices under which different races, groups, etc., are restricted to specific or separate public facilities, neighborhoods, schools, organizations, or the like.

Destructive Competition- a competition ( individually or in teams) that creates a win or loose situation (Vella, 2002 p. 23)

2. The period of such a condition 3. A disadvantage, deficiency, a physical or mental impairment that interferes with normal achievement in a particular area 4. Something that hinders or incapacitates 5. A legal incapacity or disqualification Note - in the nature of the word Disability - our society has disabled a portion of the population and it is defined in relation to beliefs about ability and usually by those without disabilities, which creates a discrepancy between individuals and a label which often de-emphasizes the person with a disabilities role in society. According to World Health Organization’s (WHO) definition, it states that “Disabilities is an umbrella term, covering impairments, activity limitations, and participation restrictions. An impairment is a problem in body function or structure; an activity limitation is a difficulty encountered by an individual in executing a task or action; while a participation restriction is a problem experienced by an individual in involvement in life situations. Thus disability is a complex phenomenon, reflecting an interaction between features of a person’s body and features of the society in which he or she lives.”
 * Disability -** 1. The condition of being disabled; incapable


 * Discrimination** - The prejudicial treatment of an individual based solely on their voluntary or involuntary membership with a certain group. It includes any prejudice behavior against another group and exclusion of members of one group from opportunities available to those of another group. Examples include racial and gender discrimination. (http://en.wikipedia.org/wiki/Discrimination)

1. communication of thought by words; talk; conversation: earnest and intelligent discourse. 2. a formal discussion of a subject in speech or writing,as a dissertation,treatise,sermon,etc. 3. Linguistics. any unit of connected speech or writing longer than a sentence.
 * Discourse:** (from Latin //discursus//, meaning "running to and from") generally refers to "written or spoken communication or debate".

http://www.merriam-webster.com/dictionary/emancipatory?show=0&t=1289338856
 * Disempowerment** - To deprive of power, authority, or influence **:** make weak, ineffectual, or unimportant


 * Distance Learning** - This is an education process or system where the teacher and student are in different locales or geographic regions. The teaching and exchanges take place outside of traditional classroom set-ups, using computers, internet, learning software programs, tele and electronic conferencing and other Information Technology based aids. Distance education is often offered by "Open Universities" and regular universities to students who are unable to access the traditional classroom setting due to physical distance, career or work preoccupations or monetary constraints. The teaching is conducted through virtual mediums and great number of students are able to participate. It is also called e-learning, e-training, web-based training and virtual classrooms. The students have the freedom of setting their own pace and participate at times convenient to them.

Discourse is a system of norms, values and symbols that shape beliefs, values and behaviors. Discursive practices are cultural practices that create our particular discourses and affect how people view themselves, each other and their own experience.
 * Discourse -** verbal expression in speech or writing, discourse can be analyzed through a variety of disciplines (sociology, anthropology, feminist studies etc.) to explore how language, structure and agency affect and impact human interaction, community and society.

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 * Discussion ** : holding a conversation within a group of people regarding to the same topic. Different ideas and perspectives will be contributed within the discussion.


 * Distributive model of exploitation** - Ackerman describes this type of exploitation as a seriously unequal distribution of wealth, income, and other resources that is group based and structurally persistent (as cited by Young, 1990). Roemer offers a narrower and more aggressive definition. He argues an individual is exploited when the amount of "labor embodied in any bundle of goods he could receive, in a feasible distribution of society's net product is less than the labor he expended" (Roemer, as cited by Young 1990).
 * Diversity -** from merriam-webster dictionary:
 * 1** **:** differing from one another **:** unlike


 * 2** **:** composed of distinct or unlike elements or qualities

1.) is the established [|belief] or [|doctrine] held by a [|religion], or by extension by some other group or organization. It is [|authoritative] and not to be [|disputed], [|doubted], or diverged from, by the practitioner or believers. (http://en.wikipedia.org/wiki/Dogma) 2) May also be a 'code' of beliefs, principles, or doctrines eg. //Marxist dogma. ( // [])
 * Dogma**-

-are a group of people in a society with greater power,privileges and social status An example of a dominant group in society are heterosexuals.
 * Dominant Group - projecting experiences value, beliefs, and culture as a representation of societal norm (Young, 1990)**


 * Domination -** consists in institutional conditions which inhibit or prevent people from participating in determining their actions or the conditions of their actions. Persons live within structures of domination if other persons or groups can determine without reciprocation the conditions of their action, either directly or by virtue of the structural consequences of their actions. Social and political democracy is the opposite of domination (Young, 1990).

refer to the boundaries, circumstances and the duration of the action rather than the action itself. Newman (2006) establishes three different domains of action; community action, social action and political action. The three different domains are an aid to understand how activist movements are shaped. Domains can act cohesively or individually to promote a change.
 * Domains of Action-**


 * Double consciousness-** A term created by W.E.B. Du Bois. It is where the oppressed, living under cultural imperialism, find themselves defined by the outside. They begin to see themselves through the eyes of others as they react to the behavior of those who are influenced by these dominant views. It arises when the oppressed refuse to coincide with the dominant groups devalued, objectified and stereotyped perspective of them.
 * Double consciousness** occurs because one finds one's being defined by two cultures: a dominant and a subordinate culture (Young, pg. 60)

is one of the oldest neighbourhoods in [|Vancouver], [|British Columbia], [|Canada] that is plagued with poverty, crime, sex trade and drug abuse. The DTES started shaping to its current state from the drug trades in the mid 1980's. DTES is considered to have the highest incidence of HIV within North America.
 * Downtown Eastside (DTES):**

= Drought = 1.a period of dry weather, especially a long one that is injurious to crops. 2.an extended shortage: // a // // drought //// of //// good //// writing. // 3**.** // Archaic //. [|thirst.]

According to Vella, use "both/and" thiinking. Open questions will invite both/and thinking and dialogue. The concept of duality can have a big impact on the culture of peoples. For example, in ancient Egypt the duality or dichotomy of the fertile Nile Valley and the surrounding deserts created the opposition of the fertile and hence good Nile Valley and the inhospitable and thus bad desert, i.e. order and chaos. It even had an influence on their language. While most languages know a grammatical singular and plural the Egyptian language had also a dual.
 * Duality** – embrace opposing ideas, thoughts, perspectives, experiences that can be expressed through open questions that encourage and invite thinking and dialogue.


 * Dualistic Thinking** - Characterized by "black and white" thinking (i.e., there is one correct answer), the teacher as an authority figure responsible for passing the truth along and transmitting knowledge to students, and a behaviourist approach.

**Dualistic Thinking** - The first of three stages in William Perry's model of intellectual development. Characterized by "black and white" thinking (i.e., there is one correct answer), the teacher as an authority figure responsible for passing the truth along and transmitting knowledge to students, and a behaviourist approach. http://www.nald.ca/adultlearningcourse