Journal of Transformative Education current issue

Education for Exponential Times

Washburn, A. M. — 2009-06-22

Teaching for Change in Social Work: A Discipline-Based Argument for the Use of Transformative Approaches to Teaching and Learning

Jones, P. — 2009-06-22

Transformative learning approaches have been applied in a diverse range of educational settings, where they have been used to develop an understanding of learners' experiences and to guide teaching and learning practices in ways that promote individual and social change. This article argues that despite clear congruence between many of the features of transformative learning theories and the nature and aims of social work education, this theoretical perspective has yet to be incorporated into thinking around critical approaches to the education of future social work practitioners. Drawing on literature that highlights the centrality of experience, critical reflection, and dialogue to the learning process, and that demonstrates a commitment in both social work and the broader field of transformative education to promoting individual and social change, the benefits of using a transformative learning approach in social work education are discussed. These benefits may be of particular significance for social work educators seeking to promote emancipatory perspectives in their profession.

A Framework for Narrative-Driven Transformative Learning in Medicine

Brendel, W. — 2009-06-22

Like bookends, birth and death contain innumerable narratives that we come to experience, recall, and reflect on in a unique fashion throughout life. In hindsight, the bookmarks we leave behind often refer us to poignant ups and downs, many of which pertain to shifts in personal health as well as the health of those we hold dear. In this article, I will demonstrate how in medical contexts such as a terminal illness, our narratives are driven by assumptions we tend to take for granted or rarely challenge as patients. Drawing from transformative learning theory, I will suggest a framework in which medical practitioners invite narratives with the aim of helping patients identify, challenge, and in some cases transform assumptions about their health and worldviews of medicine.

Reflecting on Issues of Enacting a Critical Pedagogy in Nursing

Lynam, M. J. — 2009-06-22

This article explores the contributions critical analytic perspectives offer for understanding the conditions that contribute to inequalities in health and considers the ways these may be taken up in nursing education. This article proposes that if there is commitment in effecting transformation of, and articulating the opportunities for, action within systems of health care, to achieve more equitable health outcomes for clients, then insights generated in the critical paradigm must be translated into formative education and practice. The aim of this article is to examine and reflect on a range of critical pedagogical strategies with a view to identifying their potential for fostering uptake of insights from research generated in the critical paradigm in order to achieve transformations in practice. It is argued that insights from this work can be drawn on to inform the design of learning experiences and educational practices.

Transformational Learning in the Workplace

Choy, S. — 2009-06-22

Although transformative learning theory remains one of the most influential theories in the field of adult education, studies on fostering transformative learning, particularly in groups and in the workplace, remain sparse. This article summarises some evidence of transformational learning that influenced changes to practice, processes, and the organisational culture in a case study. It is based on a cohort of 12 worker-learners enrolled in a Graduate Certificate in Education (Executive Leadership) course offered by an Australian university (Queensland University of Technology). Data for this article were drawn from interviews with 10 participants, a focus group with 6 of them, their assessment presentations, and reflective notes of the course facilitators. Also included here are the effects on transformational learning of Taylor's five elements of work-based learning design, Fuller and Unwins' features of expansive learning, and Billett's workplace pedagogies.

Geographical and Psychological Terrains of Adults From War-Affected Backgrounds

Magro, K., Polyzoi, E. — 2009-06-22

This qualitative study uses transformative learning theory as a lens to interpret and understand the challenges and barriers that Canadian and Greek adult refugees experience. In essence, transformative learning is a deeper level learning that challenges learners to understand themselves and their world in a new way. Aspects of the refugee experience common to both Canadian and Greek individuals include being forced to flee zones of conflict and war; the experience of trauma, separation, and loss; the challenge of rebuilding one's life in an unfamiliar culture; and the process of learning to navigate new cultural, linguistic, and social mores. Situational and institutional barriers make the task of resettlement more complex.