Pub Date : 2024-06-03DOI: 10.1177/15413446241255908
A. Kokkos, Ted Fleming
We present an argument for a higher priority for art in the educational system and “make a case” for the arts—to provide a rationale for its priority in adult education. This is the plan: to provide this rationale; to present practical guidelines for the processes of engaging in art that may be transformative and critical for individuals and for society; and to illustrate the powerful potential of art as a way of teaching for democratic citizenship. We move toward a Pedagogy of Social Imagination in Art and Adult Education by recounting a real-life empirical study of creating opportunities for transformative learning through engagements with art. John Dewey and Maxine Greene assist in outlining a rationale for exploring arts in adult education.
{"title":"Toward a Pedagogy of Critical and Social Imagination: The Arts in Adult Education","authors":"A. Kokkos, Ted Fleming","doi":"10.1177/15413446241255908","DOIUrl":"https://doi.org/10.1177/15413446241255908","url":null,"abstract":"We present an argument for a higher priority for art in the educational system and “make a case” for the arts—to provide a rationale for its priority in adult education. This is the plan: to provide this rationale; to present practical guidelines for the processes of engaging in art that may be transformative and critical for individuals and for society; and to illustrate the powerful potential of art as a way of teaching for democratic citizenship. We move toward a Pedagogy of Social Imagination in Art and Adult Education by recounting a real-life empirical study of creating opportunities for transformative learning through engagements with art. John Dewey and Maxine Greene assist in outlining a rationale for exploring arts in adult education.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141272292","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 : 2024-06-03DOI: 10.1177/15413446241255912
Minni Matikainen
Transformative learning in teacher education qualitatively changes future teachers’ meaning systems of learning, teaching, and education. In this study, I explored transformative learning in Finnish class teacher education. Data were collected by observing student teachers over two academic years. Data also contains writings that student teachers produced during that period. A phenomenological analysis focused on the general characteristics of the transformative way of becoming a teacher and identified a process consisting of four phases: starting point, crack, ambivalence, and transformation. A hermeneutic analysis was used to interpret how the process occurred in practice. The results suggest a long and ambivalent process, which challenges educational policy discourses that emphasize efficiency and speed.
{"title":"Transformative Way of Becoming a Teacher: A Phenomenological-Hermeneutic Analysis of Class Teacher Education in Finland","authors":"Minni Matikainen","doi":"10.1177/15413446241255912","DOIUrl":"https://doi.org/10.1177/15413446241255912","url":null,"abstract":"Transformative learning in teacher education qualitatively changes future teachers’ meaning systems of learning, teaching, and education. In this study, I explored transformative learning in Finnish class teacher education. Data were collected by observing student teachers over two academic years. Data also contains writings that student teachers produced during that period. A phenomenological analysis focused on the general characteristics of the transformative way of becoming a teacher and identified a process consisting of four phases: starting point, crack, ambivalence, and transformation. A hermeneutic analysis was used to interpret how the process occurred in practice. The results suggest a long and ambivalent process, which challenges educational policy discourses that emphasize efficiency and speed.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141269784","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":null,"pages":null},"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 : 2024-05-16DOI: 10.1177/15413446241246236
Bianca Briciu
This paper examines the protective role of edge emotions in the process of transformative learning through the case study of the Theory U process. It explores the importance of learning strategies that foster emotional awareness and help learners cross the edge of their known meaning-making system into a liminal space of openness to unknown possibilities and discovery of new meaning. Self-reflective, contemplative, dialogue-based, and embodied pedagogies practiced in a safe community lead to emotional transformation. Relying on autoethnographic accounts and interviews with participants in the Theory U foundations program, we show how new meaning emerges through reflexive engagement with the edge emotions of fear, frustration, and sadness.
{"title":"Emotions and Meaning in Transformative Learning: Theory U as a Liminal Experience","authors":"Bianca Briciu","doi":"10.1177/15413446241246236","DOIUrl":"https://doi.org/10.1177/15413446241246236","url":null,"abstract":"This paper examines the protective role of edge emotions in the process of transformative learning through the case study of the Theory U process. It explores the importance of learning strategies that foster emotional awareness and help learners cross the edge of their known meaning-making system into a liminal space of openness to unknown possibilities and discovery of new meaning. Self-reflective, contemplative, dialogue-based, and embodied pedagogies practiced in a safe community lead to emotional transformation. Relying on autoethnographic accounts and interviews with participants in the Theory U foundations program, we show how new meaning emerges through reflexive engagement with the edge emotions of fear, frustration, and sadness.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140968692","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":null,"pages":null},"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":null,"pages":null},"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}
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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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