Pub Date : 2024-09-03DOI: 10.1177/15413446241282153
Michelle Glowacki-Dudka
{"title":"Book Review: Expanding Transformation Theory: Affinities between Jack Mezirow and Emancipatory Educationalists","authors":"Michelle Glowacki-Dudka","doi":"10.1177/15413446241282153","DOIUrl":"https://doi.org/10.1177/15413446241282153","url":null,"abstract":"","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"43 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142196838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-30DOI: 10.1177/15413446241259057
Chad Hoggan
{"title":"Metaphors of Transformation: Revealing and Concealing","authors":"Chad Hoggan","doi":"10.1177/15413446241259057","DOIUrl":"https://doi.org/10.1177/15413446241259057","url":null,"abstract":"","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"11 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141863795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-23DOI: 10.1177/15413446241263772
Elisabeth Carlson, Engle Angela Chan, Christine Kumlien, Doris Y Leung, Melanie Bish
Twenty-first century transformations have taken place within the framework of globalisation of the economy, the spread of information technology and global migration resulting in increased cultural diversity in many societies. This qualitative study investigated perspective transformation in 18 research students, from Australia, Hong Kong SAR, and Sweden, participating in an international online course by using Mezirow’s theory of perspective transformation and Kiely’s six forms of transformative change (intellectual, moral, political, cultural, personal, and spiritual). The approach to learning facilitated global networking and a commitment to support growth in the students’ research practice. Validating the link between research students’ learning experiences and perspective transformation theory encourages educators to develop future online educational materials to promote cognitive flexibility and reflexivity and increase students’ cultural awareness to inform their research practices.
{"title":"Perspective Transformation of Cultural Awareness: A Qualitative Study on Research Students’ Experiences of International Cross-Institutional Webinars","authors":"Elisabeth Carlson, Engle Angela Chan, Christine Kumlien, Doris Y Leung, Melanie Bish","doi":"10.1177/15413446241263772","DOIUrl":"https://doi.org/10.1177/15413446241263772","url":null,"abstract":"Twenty-first century transformations have taken place within the framework of globalisation of the economy, the spread of information technology and global migration resulting in increased cultural diversity in many societies. This qualitative study investigated perspective transformation in 18 research students, from Australia, Hong Kong SAR, and Sweden, participating in an international online course by using Mezirow’s theory of perspective transformation and Kiely’s six forms of transformative change (intellectual, moral, political, cultural, personal, and spiritual). The approach to learning facilitated global networking and a commitment to support growth in the students’ research practice. Validating the link between research students’ learning experiences and perspective transformation theory encourages educators to develop future online educational materials to promote cognitive flexibility and reflexivity and increase students’ cultural awareness to inform their research practices.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"27 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141770545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-19DOI: 10.1177/15413446241258681
Alessandra Romano, Deborah J. Kramlich, Victoria Marsick, Tes Cotter Zakrzewski, Laurie Anderson-Sathe, Janette Brunstein, Ed Cunliff, Anne-Liisa Longmore
In this article, we explore the process of creating spaces for the practice and inquiry of transformative listening through the development of the Transformative Listening Protocol (TLP). Our premise is that embodied listening opens doors to transformations via a process to improve listening and safe spaces where people may engage with each other in storytelling and story listening. The organization of our paper flows from research design to relevance for transformative learning theory. We begin with a description of the practice led research design for the project (Candy, 2006), we follow that with the historical development of the TLP including sections on both the theoretical and methodological background. After this section we describe the practice-ing of transformative listening with three applications of listening in practice we documented. In the final paragraphs we explore the limitations and conclusions of the research design and of TLP. We conclude the paper with the relevance of practicing transformative listening for the evolution of transformative learning theory.
{"title":"Practicing Embodied Listening for Transformation: The Transformative Listening Protocol","authors":"Alessandra Romano, Deborah J. Kramlich, Victoria Marsick, Tes Cotter Zakrzewski, Laurie Anderson-Sathe, Janette Brunstein, Ed Cunliff, Anne-Liisa Longmore","doi":"10.1177/15413446241258681","DOIUrl":"https://doi.org/10.1177/15413446241258681","url":null,"abstract":"In this article, we explore the process of creating spaces for the practice and inquiry of transformative listening through the development of the Transformative Listening Protocol (TLP). Our premise is that embodied listening opens doors to transformations via a process to improve listening and safe spaces where people may engage with each other in storytelling and story listening. The organization of our paper flows from research design to relevance for transformative learning theory. We begin with a description of the practice led research design for the project (Candy, 2006), we follow that with the historical development of the TLP including sections on both the theoretical and methodological background. After this section we describe the practice-ing of transformative listening with three applications of listening in practice we documented. In the final paragraphs we explore the limitations and conclusions of the research design and of TLP. We conclude the paper with the relevance of practicing transformative listening for the evolution of transformative learning theory.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"68 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141738914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-20DOI: 10.1177/15413446241263762
Beixi Li, Ajit Bhattarai
In this collaborative autoethnography, we, two early career academics used arts-based methods to explore and transform our understanding of scholarly impact. We began by narrating the disorienting dilemma we experienced while preparing our review, tenure, and promotion portfolios. After a brief review of Mezirow’s transformative learning theory, we described our failed attempt to engage in collaborative autoethnography and our turn to transformative learning scholarship that prioritizes artistic ways of knowing. We resituated our collaborative autoethnography as an arts-based inquiry and described our collaborative process facilitated by poetic inquiry and narrative métissage. We then discussed how this arts-based collaborative autoethnography project afforded opportunities for us to engage in perspective transformation. Finally, we concluded with the theoretical, methodological, and pedagogical contributions this project makes to transformative learning scholarship.
{"title":"Reimagining Scholarly Impact Through Transformative Learning: An Arts-Based Collaborative Autoethnography","authors":"Beixi Li, Ajit Bhattarai","doi":"10.1177/15413446241263762","DOIUrl":"https://doi.org/10.1177/15413446241263762","url":null,"abstract":"In this collaborative autoethnography, we, two early career academics used arts-based methods to explore and transform our understanding of scholarly impact. We began by narrating the disorienting dilemma we experienced while preparing our review, tenure, and promotion portfolios. After a brief review of Mezirow’s transformative learning theory, we described our failed attempt to engage in collaborative autoethnography and our turn to transformative learning scholarship that prioritizes artistic ways of knowing. We resituated our collaborative autoethnography as an arts-based inquiry and described our collaborative process facilitated by poetic inquiry and narrative métissage. We then discussed how this arts-based collaborative autoethnography project afforded opportunities for us to engage in perspective transformation. Finally, we concluded with the theoretical, methodological, and pedagogical contributions this project makes to transformative learning scholarship.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"3 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141507981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-30DOI: 10.1177/15413446241255909
Rachel E. Brooks, Ann K. Brooks
Despite growing global attention to the 2015 UN Sustainable Development Goals, we have made limited progress towards achieving them. This article describes an emerging Transformative Learning Journey for Sustainability Leadership being developed for professionals at the University of St. Gallen in Switzerland. The purpose is to help participants achieve the individual transformations needed to enact sustainability-focused interventions in their communities and organizations. From a socio-material lens, we describe four phases of the emerging Learning Journey and identify how they are transformative. The Learning Journey includes spending time in nature, growing an understanding of climate justice, collaborating, and planning action. We draw on reflective data from participants, linking them to Hoggan’s (2016a) transformative learning outcomes and other relevant studies, the goal being to contribute to the world’s collective knowledge of how to facilitate development of the transformative skills identified by the United Nations, the European Commission, and the Inner Developmental Goals.
{"title":"An Emerging Transformative Learning Journey to Foster Sustainability Leadership in Professional Development Programs","authors":"Rachel E. Brooks, Ann K. Brooks","doi":"10.1177/15413446241255909","DOIUrl":"https://doi.org/10.1177/15413446241255909","url":null,"abstract":"Despite growing global attention to the 2015 UN Sustainable Development Goals, we have made limited progress towards achieving them. This article describes an emerging Transformative Learning Journey for Sustainability Leadership being developed for professionals at the University of St. Gallen in Switzerland. The purpose is to help participants achieve the individual transformations needed to enact sustainability-focused interventions in their communities and organizations. From a socio-material lens, we describe four phases of the emerging Learning Journey and identify how they are transformative. The Learning Journey includes spending time in nature, growing an understanding of climate justice, collaborating, and planning action. We draw on reflective data from participants, linking them to Hoggan’s (2016a) transformative learning outcomes and other relevant studies, the goal being to contribute to the world’s collective knowledge of how to facilitate development of the transformative skills identified by the United Nations, the European Commission, and the Inner Developmental Goals.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"77 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141189775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-14DOI: 10.1177/15413446241234251
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 learning (TL) that can significantly trigger changes in students’ awareness, perspectives, and behaviour. We gathered and analysed qualitative data ( n = 41) to determine: 1) whether indications of emergent TL outcomes as proposed by Hoggan were visible in students’ accounts and 2) what structural and interpersonal elements either facilitated or impeded this learning process. Our findings show that activating, creative exercises, productive conflict in group discussions, psychological security, and sufficient time – which is particularly challenging for HEIs – are crucial elements for TL. Therefore, when designing for TL, higher education institutes (HEIs) should carefully consider these four aspects.
{"title":"Towards a Broader Mind for Students? Emergent Transformative Learning From a University-Based Course in the Netherlands","authors":"Frederique A. Demeijer, Marlies J. Visser, Eduardo Urias, Léa M. Darvey, Annemarie Horn, Marjolein B. M. Zweekhorst","doi":"10.1177/15413446241234251","DOIUrl":"https://doi.org/10.1177/15413446241234251","url":null,"abstract":"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 learning (TL) that can significantly trigger changes in students’ awareness, perspectives, and behaviour. We gathered and analysed qualitative data ( n = 41) to determine: 1) whether indications of emergent TL outcomes as proposed by Hoggan were visible in students’ accounts and 2) what structural and interpersonal elements either facilitated or impeded this learning process. Our findings show that activating, creative exercises, productive conflict in group discussions, psychological security, and sufficient time – which is particularly challenging for HEIs – are crucial elements for TL. Therefore, when designing for TL, higher education institutes (HEIs) should carefully consider these four aspects.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"69 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140151592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-21DOI: 10.1177/15413446241234832
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 and conditions in which they act. Thus, teachers are key figures upon which the possibility for transformation rests. The current research yielded three major mechanisms: (1) personal beliefs, emotions, values and attributes; (2) technical infrastructure, digital skills and teaching resources; (3) organizational infrastructure. This study highlights the importance of understanding the significance of teachers’ transformative agency in times of crisis, as it applies to crisis situations in which means of transcending contradictory and conflicting impasses to transformative growth are sought.
{"title":"Transformative Agency in Times of Global Crisis","authors":"Tamar Chen-Levi, Yaffa Buskila, Chen Schechter","doi":"10.1177/15413446241234832","DOIUrl":"https://doi.org/10.1177/15413446241234832","url":null,"abstract":"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 and conditions in which they act. Thus, teachers are key figures upon which the possibility for transformation rests. The current research yielded three major mechanisms: (1) personal beliefs, emotions, values and attributes; (2) technical infrastructure, digital skills and teaching resources; (3) organizational infrastructure. This study highlights the importance of understanding the significance of teachers’ transformative agency in times of crisis, as it applies to crisis situations in which means of transcending contradictory and conflicting impasses to transformative growth are sought.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"12 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139953428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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