Journal of Transformative Education recent issues

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.

Editor's Perspective: The Change We Need

Washburn, A. — 2009-02-12

Interiority and Education: Exploring the Neurophenomenology of Contemplation and Its Potential Role in Learning

Hart, T. — 2009-02-12

This article explores the concept of interiority as it relates to education and contemplation. Primarily, four general dimensions of consciousness related to learning are examined: presence, clarity, detachment, and resilience. The direct experience of these states and processes are described and explored in light of contemporary research on the neuro-physiologic correlates of various contemplative practices. This neurophenomenological approach considers the evidence and argument for the value of contemplation in education.

When Cross-Racial Contact Transforms Intercultural Communication Competence: White Novice Teachers Learn Alongside Their African American High School Mentees

Kerssen-Griep, J., Eifler, K. — 2009-02-12

This study examined whether and why an academic mentoring program affected how skillfully its participants communicated with students from a different cultural environment. Based on theory and research about achieving perspective shift via intercultural contact, this longitudinal study assessed changes in the observed intercultural communication abilities of White preservice teachers over their 8 months as academic mentors for members of an African American cultural group, from whom they themselves learned realities of institutional racism. Analysis revealed several statistically significant improvements in these novice teachers' observed interactional abilities over time. By highlighting actual improved actions, these results extend previous attitude-focused and affect-focused research about intergroup contact outcomes. Advancing antiracism education aims, this report also explicates the teacher training experience that successfully prepared these novice teachers to invest in communicating mindfully and skillfully across cultural boundaries.

The World at America's Doorstep: Service Learning in Preparation to Teach Global Students

McBrien, J. L. — 2009-02-12

Immigration trends in the United States necessitate the preparation of new K-12 teachers to teach diverse populations and to recognize the capabilities of immigrant and refugee children. Transformative learning that results from service learning offers a promising opportunity for preservice teachers to gain awareness and change their attitudes toward these children. This study examined the role of service learning where undergraduate education students tutored at a local refugee agency or elementary school. An analysis of their journal entries indicated changes in beliefs and attitudes toward refugee and other immigrant children, including the acknowledgement of their motivation and determination when confronted by challenges not faced by students born in the United States.

Toward a Global Culture of Peace: A Transformative Model of Peace Education

Turay, T. M., English, L. M. — 2009-02-12

This article develops a model of transformative peace education that incorporates dimensions of justice and transformation, as well as insights from existing models of transformative learning. The authors begin with a discussion of the literature then move to a description of three different models (University of Peace, Costa Rica; Pearson Peace Centre, Canada; the Institute of Extra-Mural Studies, Sierra Leone). Building on the strengths and challenges of these three models, the authors propose a transformative model of peace education that has five key sensitivities: diversity, participatory learning, globalized perspectives, indigenous knowing, and spiritual underpinnings. Suggestions for how this model might be implemented conclude the discussion.

A Critical Analysis of Freirean Pedagogy: The Case of Development in Northern Canada

Hodgkins, A. P. — 2009-02-12

This article examines indigenous responses to oil and gas development in Canada's Northwest Territories. Drawing from the works of Paulo Freire, the role of adult educators as cultural workers engaged in political literacy is problematized in relation to Freire's pedagogy and understanding of the oppressed. Using the case of development in northern Canada, the author argues that Freire's dialectic of oppressor-oppressed and the central role ascribed to educators in his pedagogy is fraught with difficulties. Marxian class analyses are incorporated into the general rubric of Freirean thought to argue that resolution of the oppressor-oppressed dialectic is an attainable and realistic goal for those located on the margins of mainstream society.

An Empiricist's Musings About Reality, Evidence, and Data: Accumulating Support for Transformative Learning

Washburn, A. M. — 2008-12-19

Grabbing Hold of a Moving Target: Identifying and Measuring the Transformative Learning Process

Snyder, C. — 2008-12-19

In this literature review, 10 empirical qualitative research articles published since 1999 are analyzed to better understand how researchers use Jack Mezirow's transformative learning theory as a functional tool for measuring the transformative process. The studies investigate higher education and/or professional education settings. This analysis reveals the following themes: lack of robust results on reporting transformation in highly structured transformational contexts, need for longitudinal design, difficulty in capturing and analyzing participant self-reports, and need for multiple data pathways to verify transformation. The author also suggests that the focus of transformative learning research move from assessing whether transformation has occurred and toward analyzing the transformative process for how it can inform curricular decision making and instruction.

Singing in My Own Voice: Teachers' Journey Toward Self-Knowledge

Shockley, K. G., Bond, H., Rollins, J. — 2008-12-19

This article explores the work of three university professors who are committed to issues of social justice and community building in a professional development master's degree program for practicing teachers. The program incorporates such traditions as arts integration, reflective practice, critical reflection, and teacher research as mechanisms to foster the transformation of teachers' "hidden inner curriculum." Findings from an evaluation of the program include evidence of transformation by means of unveiling the hidden inner curriculum via identity development, voice experimentation, and perspective taking. Implications and suggestions for pre- and in-service teacher education include community building, individualization, and developing a sense of agency in teachers.

A Writer's Retreat as a Facilitator for Transformative Learning

Wittman, P., Velde, B. P., Carawan, L., Pokorny, M., Knight, S. — 2008-12-19

Transformational learning is frequently discussed as a desired outcome for students. The authors are five experienced academicians from different disciplines who experienced transformational learning during a writing retreat. The transformations centered on a changed worldview about academia that occured during a phenomenological study focused on "Who am I as a teacher?" An analysis of field notes taken during this 3-day writing retreat reveal five themes: (a) individual transformations, (b) immersion in a retreat setting, (c) a preexisting trusting relationship, (d) a dialogal process, and (e) reflexivity and photography. Changes in the authors' worldviews of academia related to the gendered aspects of teaching and the increased focus on teaching and research in middle adulthood result in a view of academia as interdependent and socially constructed.

Autoethnography as a Tool for Transformative Learning About White Privilege

Boyd, D. — 2008-12-19

In this article, the author shares a personal experience using autoethnography as a tool for transformative learning about the impact of whiteness on his actions, words, and attitudes. Autoethnography is an emerging qualitative research method that uses the autobiographical materials of the researcher as the primary data and emphasizes cultural analysis and interpretation of one's behaviors, thoughts, and experiences in relationship to others in society. After reviewing the basic tenets of the autoethnographic method, the author tells a story of a personal experience in an interracial dialogue group and the transformative insights gained through autoethnographic analysis.

Editor's Perspective: Theories-in-Use

Washburn, A. M. — 2008-10-03

The Evolution of John Mezirow's Transformative Learning Theory

Kitchenham, A. — 2008-10-03

This article is a review of Mezirow's transformative learning from its inception to the latest definition. The review builds on Taylor's earlier discussions, but unlike his review, this history of transformative learning relies predominantly on Mezirow's publications to authenticate the discussion with support from the extant literature. The article begins with Mezirow's explanation of the stages of transformative learning, continues with the influences on the theory, transitions into the criticisms, and concludes with a discussion of its evolution and development.

Metatheoretical Prospects for the Field of Transformative Learning

Gunnlaugson, O. — 2008-10-03

This article examines the complex mosaic of first- and second-wave theories of transformative learning and recommends the development of a subfield of meta-inquiry. Central to this undertaking is the need for metatheorizing, to which this article outlines a rationale with specific criteria for developing a metatheoretical discourse and more comprehensive metatheoretical frameworks. It then goes on to examine the strengths and limitations of Wilber's AQAL model as a possible candidate for working with a meta-analysis of first- and second-wave contributions within the field.

Transformative Learning and Ancient Asian Educational Perspectives

Wang, V. C. X., King, K. P. — 2008-10-03

Scholars and practitioners all seem to agree that andragogy is not the only perspective and model in the field of adult learning. We no longer think of learning as democratic styles and methods versus authoritarian styles and methods. Rather, we now think of learning as a reflective process where learners may engage their whole body and mind in a critical manner. Worldwide, there are many rich traditions that we can contrast the theory of transformative learning with to improve our understanding, appreciation, application, and further research of this theory to practice. This article explores the connections of Ancient Asian educational perspectives with transformative learning for these purposes.