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Situating Transformative Learning Research Journal of Transformative Education Pub Date : 2024-03-15 Cheryl Baldwin
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Towards a Broader Mind for Students? Emergent Transformative Learning From a University-Based Course in the Netherlands Journal of Transformative Education Pub Date : 2024-03-14 Frederique A. Demeijer, Marlies J. Visser, Eduardo Urias, Léa M. Darvey, Annemarie Horn, Marjolein B. M. Zweekhorst
To fulfil its third mission and equip students with the appropriate competencies to address complex societal issues, Vrije Universiteit Amsterdam (VU) offers undergraduates the chance to learn about issues that transcend the confines of their own discipline through the cross-disciplinary Broader Mind Course (BMC). This study investigates to what extent this 40-hour course may elicit transformative
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Identity, Belonging and Agency: A Transformative Development Framework for Global Africans/Black Peoples Journal of Transformative Education Pub Date : 2024-02-21 Yabome Gilpin-Jackson
1. Who am I?2. Where do I belong?3. What am I called to?These three questions represent the narrative shifts that are the outcomes of the Identity/Belonging/Agency (IBA) transformative development framework. The IBA framework emerged from the author’s critical reflections on fiction reading and dialogues in 12+ community conversations to explore everyday global African/Black experiences. It responds
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Embracing a Perspective with the Dark Side: Using Second Wave Positive Psychology to Navigate Emotions Throughout Transformative Learning Journal of Transformative Education Pub Date : 2024-02-21 Adam L. McClain
While transformative learning often leads to positive experiences, it can also be a complex, emotionally turbulent process. The process for some can represent a messy and emotionally chaotic journey, where learners may find themselves in conflict with their emotional comfort zones as they question belief systems, who they are, how they see the world, interpret what happens to them, and consider multiple
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Dancing the Crisis and Its Transformative Potential: A Cooperative and Performative Research With an Italian Disability Service System During the Coronavirus Pandemic Journal of Transformative Education Pub Date : 2024-02-21 Antonella Cuppari
This study draws on research that investigated transformative learning with reference to complexity theories. It describes the use of dance-informed performative autoethnography employed to analyze and interpret participants’ experience of crisis in research conducted within a disability service system in Italy during COVID-19 pandemic. Firstly, the use of this method of inquiry after the initial data
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PhD Students’ Transformative Change in Teaching: A Comparative Case Study Journal of Transformative Education Pub Date : 2024-02-21 Triinu Soomere, Mari Karm, Torgny Roxå
As future academics, Doctor of Philosophy (PhD) students are be expected to employ learning-centred approach as stated in the Paris Communique (2018) by the European ministers of education. The limited research available about doctoral students’ conceptions indicates that they range from content- to learning-centred. Although a few studies explored the factors which prompt students’ transformation
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Transformative Agency in Times of Global Crisis Journal of Transformative Education Pub Date : 2024-02-21 Tamar Chen-Levi, Yaffa Buskila, Chen Schechter
This research explored teachers’ readiness for teaching in times of uncertainty and in global crisis situations through the perspective of teacher agency. Understanding the mechanisms by which teachers exercise their transformative agency was the main research aim. Teacher agency is conceptualized as a phenomenon that emerges ecologically from the interactions of individuals’ capacities with the contexts
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Franklian Existentialism and Transformative Learning: Unlikely Co-Captains in Uncertain Times Journal of Transformative Education Pub Date : 2023-02-15 Stephanie McDonald, J. Adam Perry
Dimensional ontology is Viktor E. Frankl’s theory that contends humans are composed of their biological, psychological, and noological (spiritual) dimensions. Frankl maintains that it is in the noo...
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Assessing Academics’ COVID-19-Induced Emergency Remote Teaching Experiences Using Transformative Learning Theory Journal of Transformative Education Pub Date : 2023-02-06 Kumbirai Mabwe, Edward T. Chiyaka, Alec Sithole
Due to the COVID-19 pandemic, several educational institutions were thrust into a forced culture change as learning, teaching, and assessment moved from traditional face-to-face (F2F) instruction t...
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Artistic Research, Healing, and Transformation: Shared Stories of Resilience Journal of Transformative Education Pub Date : 2023-02-01 Rébecca Bourgault, Catherine Rosamond
Written in narrative format and guided by concepts and methods borrowed from intuitive inquiry, a transpersonal and holistic approach to scholarship, the article offers insights into the research p...
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Value Creation Through an Emotional Management Program Adapted to the Needs of a Group of Adult Learners Journal of Transformative Education Pub Date : 2023-01-19 Luana Bruno, Alejandro Iborra, Ana Belén García-Varela
Most emotional intervention programs are based on remedial approaches designed to improve one’s emotional management. However, few programs have aimed at promoting developmental changes not to ment...
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Conceptualizing and Enabling Transformative Learning Through Relational Onto-Epistemology: Theory U and the u.lab Experience Journal of Transformative Education Pub Date : 2023-01-16 Beatriz Carrillo
The article puts forward Theory U as a framework for developing a more holistic and embodied understanding and approach to the practice and conceptualization of transformative learning. It argues t...
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Awakening Sleepy Knowledge: Extrarational Pedagogies and Transformative Learning in Environmental Justice Education Journal of Transformative Education Pub Date : 2023-01-13 Jessie Robinson, Jude Walker, Pierre Walter
Centuries of settler-colonial capitalist hegemony have deeply embedded violent paradigms of separation and hierarchy in our societal structures and internalized ideologies, ultimately manifesting i...
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Experiencing Collaborative Inquiry Online: A Literature Review Journal of Transformative Education Pub Date : 2023-01-03 Shannon A. B. Perry
This literature review explores how various challenges and possibilities of enacting collaborative inquiry (CI) in online contexts intersect with this holistic action research method’s aims of tran...
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“It Felt Like Waking up From Zombie Nation”: Introducing Early-Years Practitioners in Higher Education to Issues of Social Justice for Transformative Learning Journal of Transformative Education Pub Date : 2022-12-27 Anna L. Colgan
21st century early years practitioners are expected to become agents of change by challenging societal inequalities and embracing anti-oppressive approaches. Yet, research suggests that many practi...
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Making Connections in Challenging Times-The Transformative Potential of Poetry for Critical Global Education Journal of Transformative Education Pub Date : 2022-11-10 Eilish Dillon
The transformative role of global education (GE) has come to the fore in recent years in the face of increasingly complex and challenging global development realities. At the heart of this is a cal...
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Pre-Service Teachers’ Changes in Perspective: A Transformative Learning Experience During Teaching Practice in Remote Areas Journal of Transformative Education Pub Date : 2022-10-14 Lufi Kartika Sari, Free De Backer, Alexis Nouelle Joson, Koen Lombaerts
Experiencing unfamiliar environments tends to foster transformative learning. However, limited studies investigate how experiencing contrasting localities fosters transformative learning, such as t...
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Caucusing Updated: Innovations to Build Belonging and Empowerment Journal of Transformative Education Pub Date : 2022-09-28 Ann Curry-Stevens, Rayne Jarvis
Caucusing, as a social justice activity, is traditionally implemented to provide an insider space for marginalized persons to share experiences and build a space for belonging and safety by excludi...
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At Home with the Mavericks: Student and Teacher Perspectives of the Transformative Potential of Glasser’s Choice Theory at an Alternative Secondary School Journal of Transformative Education Pub Date : 2022-09-27 Michael Lyngstad
This study uses a framework of transformative learning theory to explore fourteen participants’ experiences with learning William Glasser’s Choice Theory. The researcher conducted semi-structured i...
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Becoming Relationally Spacious: Mental Healthcare Students’ Experiences With the Immunity to Change Workshop Journal of Transformative Education Pub Date : 2022-09-27 Mona Sommer, Ellen Andvig, Ragnhild Riis, Rob Bongaardt
Students in mental health care are urged to develop professionally as well as personally, according to the Norwegian national state curriculum. The purpose of this study was to describe mental heal...
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Towards the Transformative Role of Global Citizenship Education Experiences in Higher Education: Crossing Students’ and Teachers’ Views Journal of Transformative Education Pub Date : 2022-06-17 Dalila P. Coelho, João Caramelo, José Pedro Amorim, Isabel Menezes
This work analyzes the transformative learning potential of global citizenship education (GCE) in academia. This is done by examining learning conditions, processes, and outcomes and is then follow...
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Storying and Recovering the Self: A Journey Towards Transformation in Men in Addictions and Trauma Recovery Journal of Transformative Education Pub Date : 2022-06-17 Daniel Jordan, Jude Walker
This paper examines the stories of transformative learning of two men reflecting on their recovery from addictions and trauma. We employ the Hero’s journey as a useful frame within which to underst...
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Roots and Growth: Threading the Ethos of Personal, Social, and Political Transformation Journal of Transformative Education Pub Date : 2022-06-16 Ashley B. Akenson, Andrea Arce-Trigatti, James E. Akenson
Transformative education exists in a complex, dynamic, and ambiguous state seeking structural definitions and relationships within an interdisciplinary arena often critiqued for its limitations as ...
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The Field Immersion Framework: A Transformative Pedagogy for Experiential Civic Education Journal of Transformative Education Pub Date : 2022-06-15 JoEllen G. Pederson, Heather G. Lettner-Rust, Alix D. Dowling Fink, Mark L. Fink, Ann Renee Gutiérrez, Edward L. Kinman, Connie M. Koski, Michael J. Mergen, Phillip L. Poplin, Melissa C. Rhoten, Brent S. Roberts, Jessi B. Znosko
Emerging from faculty collaboration across disciplines, the four-stage Field Immersion Framework (FIF) marries place-based experiential learning with civic engagement to promote important transform...
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Transformative Leadership Conversation: Toward a Conceptualization and Theory of Action for Educational Leaders Journal of Transformative Education Pub Date : 2022-06-13 Curt M. Adams, Olajumoke Adigun, Ashlyn M. Fiegener, Jentre J. Olsen
In this conceptual paper, we advance Transformative Leadership Conversation as a form of dialogue that relies on shared meaning-making to activate the motivational energy within people to transform...
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(De)Colonizing Pedagogy: Possibilities and Tensions in Undergraduate Transformative Learning Through Simulation Journal of Transformative Education Pub Date : 2022-06-12 Jessica Carrick-Hagenbarth, Rhiannon M. Maton
This article employs transformative learning and decolonial theories to investigate the efficacy of simulation pedagogy for undergraduate student learning about refugees and the internally displace...
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Strengthening Democracy Through Knowledge Mobilization: Participedia – A Citizen-Led Global Platform for Transformative and Democratic Learning Journal of Transformative Education Pub Date : 2022-05-31 Julien Landry, Bettina von Lieres
Participedia is a collaborative, digital learning tool for the co-production of knowledge about new forms of citizen participation across the world (www.participedia.net). In this paper, we analyse using the platform as a learning resource for adult learners who are democracy practitioners and for undergraduate students. We examine Participedia’s role in advancing transformative civic and democratic
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Democracy’s Relationship With the Future: Transforming Society’s Promise Journal of Transformative Education Pub Date : 2022-06-03 M. Jayne Fleener, Susan J. Barcinas
This essay introduces a juxtaposition of adult education, futures perspectives, transformative learning theory, and democratic engagement. Within adult education, the promise of education, and the ...
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Using Arts-Based Inquiry and Affective Learning to Teach Indigenous Studies in a First-Year Preservice Teacher Education Course Journal of Transformative Education Pub Date : 2022-06-02 Sue Monk, Tasha Riley, Harry Van Issum
In this article, we discuss the role of affective learning and arts-based inquiry as a catalyst for providing transformative learning experiences in teaching social justice issues related to Indige...
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No Ground: Disorientation as Prerequisite for Transformation Journal of Transformative Education Pub Date : 2022-06-02 Larry Green
A central concern that TL theory approaches but does not fully address is the process whereby an individual generates a more adequate meaning perspective after shedding an outmoded one. This articl...
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Revisiting Highlander and Its Theoretical Origins for Civic Education Journal of Transformative Education Pub Date : 2022-05-20 Kristi K. Loberg
Adult educators and scholars have long recognized the Highlander Education and Research Center in Tennessee as a model for adult civic education that is transformative for individuals and society. In 2004, researchers at Harvard University identified Highlander as one of the most successful initiatives worldwide with long-term impact on societal transformation. It is important for current scholars
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Doing Critical Pedagogy Together A Case Study in a Norwegian Postgraduate Program Journal of Transformative Education Pub Date : 2022-05-04 Paul Thomas
This paper applies a critical lens to a Master’s degree program in education in one University in Norway and its stated aim of promoting critical skills in students from the global south in particular. Two groups of students, one an international mix in Oslo, and the other, South Sudanese students studying in Hawassa, Ethiopia, were compared. The study employed tenets of action research, with the aim
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Contextual Preconditions to Foster Transformative Learning: A Recursive Process, Activity, and Core Elements Journal of Transformative Education Pub Date : 2022-04-27 Marie Moström Åberg
The need of being able to foster transformative learning (TL) has increased due to the demands for continuous development in today’s work life. Previous research has proposed six core elements to foster TL; however, in these a process perspective is missing. By using an adaptive approach and inspired by action research, drawing on teachers’ experiences, the aim of this article is to deepen the understanding
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Transformative Learning and Ideological Shifts: Implications for Pedagogy for the Privileged Journal of Transformative Education Pub Date : 2022-04-20 Wanda Kolomyjec
Blood spilling into the streets in Charlottesville in August 2017 during a “Unite the Right” white supremacist rally, an August 2019 murderous rampage targeting Latinos at a Walmart in El Paso, Texas, and the most recent January 2021 storming of the U.S. Capitol represent only a few of the violent events that have occurred in the past 5 years initiated by far-right white supremacists. Fringe and violent
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Critical Reflection: John Dewey’s Relational View of Transformative Learning Journal of Transformative Education Pub Date : 2022-04-16 Markus Holdo
How does critical reflection happen? And what circumstances influence the forms critical reflection takes and the issues it comes to address? Recent contributions suggest that we should pay greater attention to the ways social conditions and other factors affect what people reflect upon and how. Examining John Dewey’s perspective on the relationship between practical engagement, objects of knowledge
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Black and Blue Butterflies: The Transformative Journeys of Mothers Who Lost a Child to Suicide Journal of Transformative Education Pub Date : 2022-04-11 Gina C. Whalen, Elizabeth J. Tisdell
The purpose of this study is to understand the experience of mothers who lost a child to suicide, and how they have learned to cope with their devastating loss. The study is grounded in transformative learning (TL) theory; the study design combined narrative inquiry and the first author’s autoethnographic experience. Data collection consisted of two sets of semi-structured interviews with each of the
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The Multiple Selves Framework in Transformative Learning Journal of Transformative Education Pub Date : 2022-04-05 Samuel C. Karpen
In an appeal to establish transformative learning’s (TL) boundaries, Kegan (2000) implored researchers to identify “what from transforms?” As a social psychologist, I am particularly drawn to theorists who identify the self as the form that transforms; however, I argue that a model of the self that specifies how it is represented in memory offers advantages to the prevailing models of the self-advanced
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Humanistic Mindfulness: A Bridge Between Traditional and Modern Mindfulness in Schools Journal of Transformative Education Pub Date : 2022-04-04 Yael Malin
Mindfulness, which originated in the Buddhist tradition, has become popular in the West and has been integrated into schools. During this migration from a particular-traditional-religious context into a universal-modern-secular one, mindfulness has shed key ethical values and became a “science of happiness.” In addition, in the West it has taken on diverse interpretations, such that the original concept
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Co-Creating a Transformative Learning Environment Through the Student-Supervisor Relationship: Results of a Social Work Field Placement Duo-Ethnography Journal of Transformative Education Pub Date : 2022-04-01 Kimberly A. Calderwood, Larissa N. Rizzo
In an in-house third-year social work research placement, a duo-ethnography showed that the student–supervisor relationship had far more impact on transformative learning than the assigned placement tasks. A model for co-creating an environment of transformative learning is described, putting student learning and growth at the center. Attributes that contributed to a transformative learning environment
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‘We Learned the Language of the Tree’ Ecovillages as Spaces of Place-Based Transformative Learning Journal of Transformative Education Pub Date : 2022-03-22 Siri R. Pisters, Hilkka Vihinen, Elisabete Figueiredo, Arjen E. J. Wals
This article explores learning processes that underpin ecovillages as place based ‘sustainability initiatives’. Through the theoretical lens of place- based transformative learning (PBTL), developed in earlier work (Pisters et al., 2019, 2020), empirical data from life-story interviews and photovoice sessions from three ecovillages is analysed and discussed. The results support, illustrate and deepen
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Beyond Western and Indigenous Perspectives on Sustainability: Politicizing Sustainability With the Zapatista Rebellious Education Journal of Transformative Education Pub Date : 2022-03-12 Léa Marie Maison
This article discusses the contributions of different worldviews to the debates on what a transformative sustainability education could be. It focuses on mainstream and alternative strands of thought present in the West, as well as Indigenous worldviews, taking the Zapatistas as an example. The Zapatista social movement of Mexico fights for the autonomy of Mayan communities and the preservation of
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Book Review: The ideology of civic engagement: AmeriCorps, politics, and pedagogy Journal of Transformative Education Pub Date : 2022-03-04 Wesal Abu Qaddum
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Editor’s Note April 2022 Issue Journal of Transformative Education Pub Date : 2022-02-24 Somanita Kheang
The editorial preface for this issue is being written by Dr Somanita Kheang, the Managing Editor for the journal for the last 3 years. In this role, Dr Kheang (Nita) plays an important and often unsung role as she manages the many, many logistical processes of the journal and participates in our editorial discussions. We are pleased to present her to the journal’s readership, and especially so considering
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Transformative Learning in Fijian Primary Schools: A Case Study of Australian University Students’ International Experiences Journal of Transformative Education Pub Date : 2022-02-09 Vinesh Chandra, Carly Lassig, Donna Tangen
Service-learning is used by universities to promote community engagement thatbenefits both the students and the recipient community; however, evidence largely demonstrates only the shortterm effects of such experiences. This paper presents ananalysis of the transformational learning of a group of Australian students who travelled to Fiji in an organised service-learing project. Using Kiely's model
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Making Connections in Challenging Times - The Transformative Potential of Poetry for Critical Global Education Journal of Transformative Education Pub Date : 2022-02-08 Eilish Dillon
The transformative role of global education (GE) has come to the fore in recent years in the face of increasingly complex and challenging global development realities. At the heart of this is a call for learning which enables people to make connections beyond simplifications but which address divisions and inequalities. Despite the rhetoric, GE is not always as critical or transformative as it aspires
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Revisiting the Nature of Transformative Learning Experiences in Contemplative Higher Education Journal of Transformative Education Pub Date : 2022-02-07 Olen Gunnlaugson, Renata Cueto de Souza, Steven Zhao, Allen Yee, Charles Scott, Heesoon Bai
We are interested in the transformative potentials of intersubjectivity as it is enacted through second-person contemplative approaches. Our work here focuses on contemplative practice as a pedagogy that reveals and enacts intersubjectivity within postsecondary education. How might contemplative higher education practice as a pedagogy enable students to access these underlying intersubjective dimensions
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Creating Transformative Interdisciplinary Learning Opportunities for College Students Journal of Transformative Education Pub Date : 2022-02-04 Michelle Bass, Kerry-Ann B. Dompierre, Martha McAlister
Collaboration across multiple perspectives enhances the potential for innovative solutions to the complex issues of our time. An interdisciplinary education (IDE) community of practice (CoP) proved to be a catalyst for bringing together interested faculty from across a large public college to create an IDE learning event focused on homelessness. Using a qualitative research approach, we explored the
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Tentacular Classrooms: Feminist Transformative Learning for Thinking and Sensing Journal of Transformative Education Pub Date : 2022-02-01 Jennifer Branlat, Juan Velasquez, Ingvil Hellstrand
Integrative transformative learning in a feminist perspective asks students to engage in potentially troublesome and unsettling debates, to confront their own privilege and situated knowledges, and to experiment with conventional boundaries for knowledge production. We introduce the idea of the “tentacular classroom” grounded in the work of Haraway on tentacular thinking to show the ways in which the
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Using Text via Dialectical Journals to Nurture Liminal Spaces in Teacher Education Journal of Transformative Education Pub Date : 2021-12-27 Stephanie L. Dodman, Nancy Holincheck, Rebecca Brusseau
This article shares the findings of a study examining the use of dialectical journals as liminal spaces for the development of critical reflection in practicing teachers. In an online graduate course on critical teacher inquiry designed to foster teachers as antiracist multicultural educators, teachers engaged in dialogue with themselves as they responded to self-selected text segments in assigned
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Corrigendum to Capturing Transformative Moments in a Participatory Values-Based Event Journal of Transformative Education Pub Date : 2021-12-19
Dike, F. O., & Chukwuorji, J. C. (2021). Capturing Transformative Moments in a Participatory Values-Based Event. Journal of Transformative Education. https://doi.org/10.1177/1541344621996247. First published OnlineFirst on April 8, 2021.
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Dialogue Across Social Differences, Forms of Knowledge and Intellectual Traditions Journal of Transformative Education Pub Date : 2021-12-15 Fergal Finnegan
The idea of dialogue has helped to define both the process and purpose of transformative education. Reflections on the conditions, qualities, and value of dialogue feature in much of the richest work in transformative education such as Freire (1972), hooks (1994) and Mezirow (1991). How we listen, how we begin to really see each other, how we learn through difference, how we productively disagree,
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Editors’ Introduction to the Special Issue of the Journal of Transformative Education on Assessing Transformative Learning Journal of Transformative Education Pub Date : 2021-12-13 Kris Acheson, John M. Dirkx
Over 40 years ago, Jack Mezirow introduced the idea of transformative learning (TL) to the adult education community. Representing a profound shift in how one thinks and feels about one’s self and the socio-cultural context in which one is embedded, transformative learning has since evolved to reflect numerous theoretical lenses and its framework continues to be extended and elaborated. As TL theory
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“Moving the Rubble”: Reflection, Conscientization, and Transformative Learning With Men Incarcerated for Organized Crime in Mexico Journal of Transformative Education Pub Date : 2021-12-10 Rebecca Danielle Strickland
While many scholars have examined transformative learning in different prison education programs, the field has only recently reached Latin America. This article presents a participatory action research project which has been operating in a prison for men accused of organized crime in Jalisco, Mexico, since 2018. The analysis is based on testimonies related to personal and collective transformation
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Challenging Students to Engage Meaningfully Across Ideological Differences Journal of Transformative Education Pub Date : 2021-12-06 Laura M. Harrison, Helen Williams-Cumberbatch
As college student educators, we notice a pattern of difficulty in our students’ ability to engage meaningfully across ideological differences. In this work, we posit the social media mindset’s penchant for reductive framing and outgroup shaming as a potential diagnosis of the problem. We explore how these tendencies show up in the classroom; we present alternative frameworks for stimulating better
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Whither Transformative Education? Taking Stock Well into the Twenty-First Century Journal of Transformative Education Pub Date : 2021-11-30 Allyson Washburn
This article develops a framework for this special issue of JTE, and assesses the assessment of transformative learning. What and whom are the contributors assessing? For what ends? And how effectively? The call for manuscripts cited two “megatrends” in the transformative learning literature: 1. The importance of deep and transformative learning experiences that profoundly affect adult learners’ sense
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“I felt as if I was becoming myself anew”: Transformative Learning Through Action Research Projects Carried out by Beginner Teachers Journal of Transformative Education Pub Date : 2021-11-26 Katarzyna Gawlicz
This article explores action research as a tool for promoting transformative learning of prospective teachers. Drawing on two B.A. or M.A. projects carried out at a university in Poland in which teacher-students used action research and the educational ethnography design to examine themselves as teachers and their practice, the article demonstrates the potential of such an approach for the transformation
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Using the Graphic Narrative to Stimulate Mezirow’s Transformative Learning Theory in Learners Journal of Transformative Education Pub Date : 2021-11-14 Keith Tedford, Andrew D. Kitchenham
This article describes a bounded action research case study that examines how reading and discussing a graphic narrative (March Book Two, a comic autobiography of John Lewis’s life as a civil rights activist) enabled transformations in a group of seven adult student participants at a Canadian postsecondary institution. Data primarily gathered from photocopies of student work, including reflective journal
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Illuminating Transformative Learning/Assessment: Infusing Creativity, Reciprocity, and Care Into Higher Education Journal of Transformative Education Pub Date : 2021-10-31 Michelle Searle, Claire Ahn, Lynn Fels, Katrina Carbone
In this article, the authors speak to the paradox of assessing transformative learning (TL) in higher education. TL theory, developed by Jack Mezirow, is a theory of learning to describe the process of change in how individuals view the world based on previous experiences. Recognizing that the 10 phases of Mezirow’s TL theory are fluid and intertwined, three prominent aspects resonated within the individual
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Tracing the Link Between Transformative Education and Social Action Through Stories of Change Journal of Transformative Education Pub Date : 2021-10-29 Molly den Heyer, Eric Smith, Catherine Irving
The following article describes how one organization, the Coady International Institute, met multiple monitoring, evaluation, research, and learning objectives while still staying true to its roots in transformative adult education. The Learning from Stories of Change (LSC) methodology brought together stories-based techniques with aspects of the Most Significant Change and the SenseMaker frameworks
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Grounding Transformative Learning Through Assessment: TROPOS (TRansformative Outcomes and PrOcesses Scale) Journal of Transformative Education Pub Date : 2021-10-27 Robert C. Cox
This article presents the development, results, validation, and implications of the TRansformative Outcomes and PrOcesses Scale (TROPOS), a 30-item, exploratory instrument to assess transformative learning (TL) among participants in educational programs. Core findings include a reliable (α = .884) and internally valid instrument with moderate correlation between transformative processes and outcomes