Pub Date : 2024-02-21DOI: 10.1177/15413446241234236
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 to the self-inquiry: How do global Africans/Black peoples experience developmental transformation in the context of social marginality? It conceptualizes that the key developmental tasks of global Africans/Black peoples lies in claiming identity through differentiation from dominant narratives of marginality, belonging through locating self-in-society and community, and agency through a focus on self-in-transcendence. The IBA framework is proposed as core to understanding how global Africans/Black peoples, and perhaps other socially constructed racialized groups, can choose to move from marginality to personal as well as social transformation through their agency.
1.我是谁？2.我属于哪里？3.我被召唤做什么？这三个问题代表了身份/归属/机构（IBA）转型发展框架所产生的叙事转变。IBA 框架源自作者对小说阅读的批判性反思，以及在 12 个以上社区对话中探讨全球非洲人/黑人日常经历的对话。它回应了自我追问：全球非洲人/黑人如何在社会边缘化的背景下经历发展转型？从概念上讲，全球非洲人/黑人的主要发展任务在于通过与边缘化的主流叙事区分来主张身份，通过在社会和社区中定位自我来实现归属，以及通过关注自我超越来发挥能动性。建议将 IBA 框架作为理解全球非洲人/黑人，或许还有其他社会建构的种族化群体如何选择从边缘化走向个人以及通过他们的能动性实现社会变革的核心。
{"title":"Identity, Belonging and Agency: A Transformative Development Framework for Global Africans/Black Peoples","authors":"Yabome Gilpin-Jackson","doi":"10.1177/15413446241234236","DOIUrl":"https://doi.org/10.1177/15413446241234236","url":null,"abstract":"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 to the self-inquiry: How do global Africans/Black peoples experience developmental transformation in the context of social marginality? It conceptualizes that the key developmental tasks of global Africans/Black peoples lies in claiming identity through differentiation from dominant narratives of marginality, belonging through locating self-in-society and community, and agency through a focus on self-in-transcendence. The IBA framework is proposed as core to understanding how global Africans/Black peoples, and perhaps other socially constructed racialized groups, can choose to move from marginality to personal as well as social transformation through their agency.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"187 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139953634","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: 10.1177/15413446241234231
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 points of view to verify one’s truth and reality. This autoethnographic study focuses on a doctoral student’s interactions with varied cognitive, sociocultural, and emotional challenges throughout their educational and personal experiences. This study integrates Transformative Learning Theory with Ivtzan et al.’s (2016) second wave dark side positive psychology, introducing a dark side perspective to transformative learning. This approach aims to deepen the understanding of the entire emotional experience and offers guidance for navigating the transformative learning process.
{"title":"Embracing a Perspective with the Dark Side: Using Second Wave Positive Psychology to Navigate Emotions Throughout Transformative Learning","authors":"Adam L. McClain","doi":"10.1177/15413446241234231","DOIUrl":"https://doi.org/10.1177/15413446241234231","url":null,"abstract":"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 points of view to verify one’s truth and reality. This autoethnographic study focuses on a doctoral student’s interactions with varied cognitive, sociocultural, and emotional challenges throughout their educational and personal experiences. This study integrates Transformative Learning Theory with Ivtzan et al.’s (2016) second wave dark side positive psychology, introducing a dark side perspective to transformative learning. This approach aims to deepen the understanding of the entire emotional experience and offers guidance for navigating the transformative learning process.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"22 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139953633","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: 10.1177/15413446241234834
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 collection was useful in deepening the crisis experience. Secondly, the representation of the data through dance performance fostered new interpretations of the crisis situation that further validated the presentation of the data and had the secondary advantage of reinterpreting the entire experience.
{"title":"Dancing the Crisis and Its Transformative Potential: A Cooperative and Performative Research With an Italian Disability Service System During the Coronavirus Pandemic","authors":"Antonella Cuppari","doi":"10.1177/15413446241234834","DOIUrl":"https://doi.org/10.1177/15413446241234834","url":null,"abstract":"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 collection was useful in deepening the crisis experience. Secondly, the representation of the data through dance performance fostered new interpretations of the crisis situation that further validated the presentation of the data and had the secondary advantage of reinterpreting the entire experience.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"57 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139953432","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: 10.1177/15413446241234214
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 of conceptions and approach, none specifically focused on PhD students. This comparative case study explored how PhD students describe the transformation in their teaching conceptions and approach towards learning-centredness, and the context surrounding it. The results indicated that participants described the transformation through the gaining of theoretical teaching-related knowledge, being related to dissatisfaction with their own teaching, the application of a learning-centred approach, and time. The teaching–learning context was described mostly as supportive but not always allowing the implementation of transformation. Results suggest that discourse is needed to facilitate critical reflection leading to transformative learning.
{"title":"PhD Students’ Transformative Change in Teaching: A Comparative Case Study","authors":"Triinu Soomere, Mari Karm, Torgny Roxå","doi":"10.1177/15413446241234214","DOIUrl":"https://doi.org/10.1177/15413446241234214","url":null,"abstract":"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 of conceptions and approach, none specifically focused on PhD students. This comparative case study explored how PhD students describe the transformation in their teaching conceptions and approach towards learning-centredness, and the context surrounding it. The results indicated that participants described the transformation through the gaining of theoretical teaching-related knowledge, being related to dissatisfaction with their own teaching, the application of a learning-centred approach, and time. The teaching–learning context was described mostly as supportive but not always allowing the implementation of transformation. Results suggest that discourse is needed to facilitate critical reflection leading to transformative learning.","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":"139953520","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 : 2023-12-19DOI: 10.1177/15413446231222204
A. I. Corchado Castillo, M. Wallengren-Lynch, B. Archer-Kuhn, Tara Earls Larrison
This paper presents a reliable tool for measuring transformative learning in undergraduate social work education, the Social Work Transformation Survey (SWTS). The SWTS was developed from a qualitative theoretical model and translated into quantitative scales. The study collected data from 248 undergraduate students from eight countries who participated in a transnational project using creative journaling to facilitate transformative learning. Structural equation modelling was used to validate the internal structure of the SWTS. We then confirmed the measures’ reliability, and subsequently the effectiveness of creative journaling practices as a pedagogy for facilitating transformative learning in social work students. This paper highlights the potential of combining qualitative and quantitative research approaches to develop educational evaluation tools for higher education settings and presents one specific measure for transformative learning.
{"title":"Measuring and Validating a Transformation Learning Survey Through Social Work Education Research","authors":"A. I. Corchado Castillo, M. Wallengren-Lynch, B. Archer-Kuhn, Tara Earls Larrison","doi":"10.1177/15413446231222204","DOIUrl":"https://doi.org/10.1177/15413446231222204","url":null,"abstract":"This paper presents a reliable tool for measuring transformative learning in undergraduate social work education, the Social Work Transformation Survey (SWTS). The SWTS was developed from a qualitative theoretical model and translated into quantitative scales. The study collected data from 248 undergraduate students from eight countries who participated in a transnational project using creative journaling to facilitate transformative learning. Structural equation modelling was used to validate the internal structure of the SWTS. We then confirmed the measures’ reliability, and subsequently the effectiveness of creative journaling practices as a pedagogy for facilitating transformative learning in social work students. This paper highlights the potential of combining qualitative and quantitative research approaches to develop educational evaluation tools for higher education settings and presents one specific measure for transformative learning.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"10 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138959971","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 : 2023-12-08DOI: 10.1177/15413446231221966
Eunbi Sim, Aliki Nicolaides
Jack Mezirow’s (1978, 1991, and 2008) transformative learning (TL) theory was developed with transforming society in mind. However, that intent has been overshadowed by a dominant focus on individual transformation and a rational cognitive approach to critically assessing assumptions as the path to transformation. We (the authors) wonder what happens to the societal side of TL theory when we put it in dialog with enactivism. Reading TL theory in this way illuminates the interdependent intention that self and society are inextricably linked. This conceptual article proposes that TL theory is best understood as an ongoing process of transforming ways of knowing, doing, and being through dynamic intra-actions, ontological entanglements, and appreciation of we-ness. Slow-looking at the implicit intra-actions that TL theory is grounded on will contribute to decolonizing the dominant dualistic view of seeing self and society as separate, making the potential for transformation of self and society more visible.
Jack Mezirow(1978、1991和2008)的转型学习理论是在转型社会的背景下发展起来的。然而，这种意图已经被主要关注个人转型和理性认知方法所掩盖，以批判性地评估作为转型路径的假设。我们(作者)想知道，当我们把TL理论与行动主义对话时，它的社会方面会发生什么。这样解读TL理论阐明了自我与社会密不可分的相互依存的意图。这篇概念性的文章提出，TL理论最好被理解为一个持续的过程，通过动态的内部行动、本体论纠缠和对我们的欣赏来改变认识、做和存在的方式。慢慢看待TL理论所基于的隐含的内部行为，将有助于去殖民化将自我和社会视为分开的主流二元观点，使自我和社会的转变潜力更加明显。
{"title":"Slow-Looking at Transformative Learning Through the Lens of Enactivism","authors":"Eunbi Sim, Aliki Nicolaides","doi":"10.1177/15413446231221966","DOIUrl":"https://doi.org/10.1177/15413446231221966","url":null,"abstract":"Jack Mezirow’s (1978, 1991, and 2008) transformative learning (TL) theory was developed with transforming society in mind. However, that intent has been overshadowed by a dominant focus on individual transformation and a rational cognitive approach to critically assessing assumptions as the path to transformation. We (the authors) wonder what happens to the societal side of TL theory when we put it in dialog with enactivism. Reading TL theory in this way illuminates the interdependent intention that self and society are inextricably linked. This conceptual article proposes that TL theory is best understood as an ongoing process of transforming ways of knowing, doing, and being through dynamic intra-actions, ontological entanglements, and appreciation of we-ness. Slow-looking at the implicit intra-actions that TL theory is grounded on will contribute to decolonizing the dominant dualistic view of seeing self and society as separate, making the potential for transformation of self and society more visible.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"2 10","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138585869","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 : 2023-12-06DOI: 10.1177/15413446231220317
Annick De Witt, M. Bootsma, B. Dermody, Karin Rebel
In a world in need of profound change, the importance of transformative education is increasingly recognized. However, barriers abound in our Higher Education Institutions, including that educators often have little notion of how to make their teaching more transformative in practice. This paper builds on our experience of developing a transformative learning intervention in the context of our sustainability education at Utrecht University. For this project, we designed a learning cycle consisting of seven steps, summarized as excavate, absorb, experience, observe, deepen, exchange, and consolidate. We tested this seven-step learning journey in two Bachelor courses, using qualitative student evaluations ( n = 305), and then substantiated it by drawing on the learning sciences literature. We conclude this cycle can help educators structure their teaching; include reflective, experiential, and interactive learning methodologies; and invite learners to systematically reflect on their change in meaning making, thereby supporting (transformative) education design in different contexts.
{"title":"The Seven-Step Learning Journey: A Learning Cycle Supporting Design, Facilitation, and Assessment of Transformative Learning","authors":"Annick De Witt, M. Bootsma, B. Dermody, Karin Rebel","doi":"10.1177/15413446231220317","DOIUrl":"https://doi.org/10.1177/15413446231220317","url":null,"abstract":"In a world in need of profound change, the importance of transformative education is increasingly recognized. However, barriers abound in our Higher Education Institutions, including that educators often have little notion of how to make their teaching more transformative in practice. This paper builds on our experience of developing a transformative learning intervention in the context of our sustainability education at Utrecht University. For this project, we designed a learning cycle consisting of seven steps, summarized as excavate, absorb, experience, observe, deepen, exchange, and consolidate. We tested this seven-step learning journey in two Bachelor courses, using qualitative student evaluations ( n = 305), and then substantiated it by drawing on the learning sciences literature. We conclude this cycle can help educators structure their teaching; include reflective, experiential, and interactive learning methodologies; and invite learners to systematically reflect on their change in meaning making, thereby supporting (transformative) education design in different contexts.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"80 7","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138596025","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 : 2023-12-06DOI: 10.1177/15413446231210668
Larry Green
{"title":"Pre-personal Consciousness and the Pre-reflective Self","authors":"Larry Green","doi":"10.1177/15413446231210668","DOIUrl":"https://doi.org/10.1177/15413446231210668","url":null,"abstract":"","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"21 3","pages":"84 - 87"},"PeriodicalIF":1.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138595670","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 : 2023-10-20DOI: 10.1177/15413446231209230
Cristina Santamaría Graff, Melissa Ballesteros
This qualitative study examined preservice special education teachers’ (PSETs) movement toward critical consciousness and humility in working with families of children with disabilities using a Freirean lens grounded in three phases of consciousness: intransitive, transitive, and critical consciousness. The authors expanded upon a Family as Faculty (FAF) framework integrating Freire’s understandings of consciousness applied to the ways that PSETs work with and learn from parents/families of children with disabilities. Using FAF-related activities, PSETs demonstrated varying levels of consciousness as operationalized through specific comments or behaviors. Eight PSET-Parent pairs participated in this study. The focus of analysis was on PSETs’ reflections. Findings indicated that though the majority of PSETs demonstrated movement or growth toward becoming more “conscious,” many PSETs remained in the transitive phase: they could identify inequitable and marginalizing practices impacting students but were not at a consciousness level where they connected these injustices to systemic issues.
{"title":"Movement Toward Critical Consciousness and Humility Through Family as Faculty Approaches","authors":"Cristina Santamaría Graff, Melissa Ballesteros","doi":"10.1177/15413446231209230","DOIUrl":"https://doi.org/10.1177/15413446231209230","url":null,"abstract":"This qualitative study examined preservice special education teachers’ (PSETs) movement toward critical consciousness and humility in working with families of children with disabilities using a Freirean lens grounded in three phases of consciousness: intransitive, transitive, and critical consciousness. The authors expanded upon a Family as Faculty (FAF) framework integrating Freire’s understandings of consciousness applied to the ways that PSETs work with and learn from parents/families of children with disabilities. Using FAF-related activities, PSETs demonstrated varying levels of consciousness as operationalized through specific comments or behaviors. Eight PSET-Parent pairs participated in this study. The focus of analysis was on PSETs’ reflections. Findings indicated that though the majority of PSETs demonstrated movement or growth toward becoming more “conscious,” many PSETs remained in the transitive phase: they could identify inequitable and marginalizing practices impacting students but were not at a consciousness level where they connected these injustices to systemic issues.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"45 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135567609","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 : 2023-09-13DOI: 10.1177/15413446231196265
Chad Hoggan
When the term transformative learning (TL) is used in the literature, scholars are referring either to Mezirow’s theory of perspective transformation (1978) or to the wider range of theories, models, and approaches that arose in response to Mezirow’s work. This duality of usage is mirrored in the history of critiques of TL, which have evolved over the past several decades. Prior to the year 2000, early critiques mostly focused on Mezirow’s theory (see Collard & Law, 1989; Clark & Wilson, 1991; Cunningham, 1992; Hart, 1990; Inglis, 1997). However, in the years following, new, original critiques of Mezirow’s theory have become increasingly rare. Nowadays, when original critiques are offered, they tend to address the broader corpus of literature around transformative learning rather than solely targeting Mezirow’s theory. For instance, Taylor and Cranton (2013) criticized the TL scholarship for: (1) an overreliance on literature reviews rather than grounding research in primary sources; (2) a lack of critique of original research; (3) limited engagement with a plurality of research paradigms (notably positivist and critical); and (4) a lack of involvement in transformative learning by European adult education scholars. (I believe the latter critique is not as applicable today, but all the former still hold). Here, I take a slightly different tack on the same theme, with my own critique of the scholarly literature of TL. For this, I employ the Seven Cardinal (or Deadly) Sins. In a light-hearted way, I want to highlight tendencies that are contributing to “a certain ‘stuckness’ which ... is unproductive” (Hoggan et al., 2017, p. 49). To be clear, in analyzing my own scholarship I can see that I have fallen prey to many of these. That does not, however, justify them. So, in the spirit of self-critique, I offer here seven cardinal sins of the TL literature.
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