Pub Date : 2023-02-06DOI: 10.1177/15413446231155433
Kumbirai Mabwe, Edward T. Chiyaka, Alec Sithole
Due to the COVID-19 pandemic, several educational institutions were thrust into a forced culture change as learning, teaching, and assessment moved from traditional face-to-face (F2F) instruction to remote delivery with a profound effect on pedagogy. This paper uses transformative learning theory to explore various aspects of academics’ transition from face-to-face to remote teaching. Findings from an online cross-sectional survey of academics in higher education institutions (n = 95) indicate that academics were confronted with a disorienting dilemma that challenged previously unquestioned teaching experiences, beliefs, and values upon transition to remote teaching. This was followed by reflection, adoption, and implementation of different modes of instructional delivery. The results indicate statistically significant differences in critical reflection, openness, and teaching differently based on race. As higher education institutions transition to a “new” phase of instructional delivery, re-thinking professional development and support for the transformed academic in a new operating environment that remains prone to disruptive events becomes imperative.
{"title":"Assessing Academics’ COVID-19-Induced Emergency Remote Teaching Experiences Using Transformative Learning Theory","authors":"Kumbirai Mabwe, Edward T. Chiyaka, Alec Sithole","doi":"10.1177/15413446231155433","DOIUrl":"https://doi.org/10.1177/15413446231155433","url":null,"abstract":"Due to the COVID-19 pandemic, several educational institutions were thrust into a forced culture change as learning, teaching, and assessment moved from traditional face-to-face (F2F) instruction to remote delivery with a profound effect on pedagogy. This paper uses transformative learning theory to explore various aspects of academics’ transition from face-to-face to remote teaching. Findings from an online cross-sectional survey of academics in higher education institutions (n = 95) indicate that academics were confronted with a disorienting dilemma that challenged previously unquestioned teaching experiences, beliefs, and values upon transition to remote teaching. This was followed by reflection, adoption, and implementation of different modes of instructional delivery. The results indicate statistically significant differences in critical reflection, openness, and teaching differently based on race. As higher education institutions transition to a “new” phase of instructional delivery, re-thinking professional development and support for the transformed academic in a new operating environment that remains prone to disruptive events becomes imperative.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42699406","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 : 2023-02-01DOI: 10.1177/15413446231154892
R. Bourgault, Catherine Rosamond
Written in narrative format and guided by concepts and methods borrowed from intuitive inquiry, a transpersonal and holistic approach to scholarship, the article offers insights into the research process of art teachers who were completing their graduate studies in art education during the pandemic year of 2020–2021. By engaging in an arts-based inquiry that brought them to explore aspects of their inner life, also shedding light on our shared cultural and social conditions, the student-scholars demonstrated the transformative potential of creative investigations as a vehicle for self-knowledge and healing. The article points to the importance of connecting artistic endeavor with transformative learning as both reach beyond cognitive responses to knowledge. Our findings support the vision that self-discovery processes lead to integration and social awareness which informs teaching.
{"title":"Artistic Research, Healing, and Transformation: Shared Stories of Resilience","authors":"R. Bourgault, Catherine Rosamond","doi":"10.1177/15413446231154892","DOIUrl":"https://doi.org/10.1177/15413446231154892","url":null,"abstract":"Written in narrative format and guided by concepts and methods borrowed from intuitive inquiry, a transpersonal and holistic approach to scholarship, the article offers insights into the research process of art teachers who were completing their graduate studies in art education during the pandemic year of 2020–2021. By engaging in an arts-based inquiry that brought them to explore aspects of their inner life, also shedding light on our shared cultural and social conditions, the student-scholars demonstrated the transformative potential of creative investigations as a vehicle for self-knowledge and healing. The article points to the importance of connecting artistic endeavor with transformative learning as both reach beyond cognitive responses to knowledge. Our findings support the vision that self-discovery processes lead to integration and social awareness which informs teaching.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47171208","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 : 2023-01-19DOI: 10.1177/15413446221144040
Luana Bruno, Alejandro Iborra, A. B. García-Varela
Most emotional intervention programs are based on remedial approaches designed to improve one’s emotional management. However, few programs have aimed at promoting developmental changes not to mention value creation processes regarding their coping with emotional experiences. Accordingly, we implement and evaluate an emotional intervention program based on the specific needs of the participants. Nineteen Secondary School teachers volunteered through 5 sessions of 4 hours each. After the intervention, a follow-up was carried out by means of a discussion group and a post-test, using the Bar-On ICE questionnaire. Most emotional intelligence factors increased significantly their scores in the post-test. It is discussed to what extent there is evidence of a transformational change in the participants attributed to the developmental value creation intervention.
{"title":"Value Creation Through an Emotional Management Program Adapted to the Needs of a Group of Adult Learners","authors":"Luana Bruno, Alejandro Iborra, A. B. García-Varela","doi":"10.1177/15413446221144040","DOIUrl":"https://doi.org/10.1177/15413446221144040","url":null,"abstract":"Most emotional intervention programs are based on remedial approaches designed to improve one’s emotional management. However, few programs have aimed at promoting developmental changes not to mention value creation processes regarding their coping with emotional experiences. Accordingly, we implement and evaluate an emotional intervention program based on the specific needs of the participants. Nineteen Secondary School teachers volunteered through 5 sessions of 4 hours each. After the intervention, a follow-up was carried out by means of a discussion group and a post-test, using the Bar-On ICE questionnaire. Most emotional intelligence factors increased significantly their scores in the post-test. It is discussed to what extent there is evidence of a transformational change in the participants attributed to the developmental value creation intervention.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48297347","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 : 2023-01-16DOI: 10.1177/15413446231152237
Beatriz Carrillo
The article puts forward Theory U as a framework for developing a more holistic and embodied understanding and approach to the practice and conceptualization of transformative learning. It argues that Theory U’s relational onto-epistemology, which emphasizes the collective nature of knowledge creation and transformation, provides a compelling schema for learners to engage and integrate the cognitive, emotional, relational and spiritual dimensions of their personal and professional development, as well as their role in broader societal change. Using the case study of u.lab, an educational program based on Theory U, the article identifies key practices, tools and interactions that served to enable transformative learning. It also highlights the potential of relational onto-epistemological frameworks such as that of Theory U to guide the development of a more holistic conceptualization of transformative learning, one that encompasses aspects and experiences of transformation beyond rational-cognitive processes and beyond dualistic understandings of the world around us.
{"title":"Conceptualizing and Enabling Transformative Learning Through Relational Onto-Epistemology: Theory U and the u.lab Experience","authors":"Beatriz Carrillo","doi":"10.1177/15413446231152237","DOIUrl":"https://doi.org/10.1177/15413446231152237","url":null,"abstract":"The article puts forward Theory U as a framework for developing a more holistic and embodied understanding and approach to the practice and conceptualization of transformative learning. It argues that Theory U’s relational onto-epistemology, which emphasizes the collective nature of knowledge creation and transformation, provides a compelling schema for learners to engage and integrate the cognitive, emotional, relational and spiritual dimensions of their personal and professional development, as well as their role in broader societal change. Using the case study of u.lab, an educational program based on Theory U, the article identifies key practices, tools and interactions that served to enable transformative learning. It also highlights the potential of relational onto-epistemological frameworks such as that of Theory U to guide the development of a more holistic conceptualization of transformative learning, one that encompasses aspects and experiences of transformation beyond rational-cognitive processes and beyond dualistic understandings of the world around us.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47347520","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 : 2023-01-13DOI: 10.1177/15413446221151045
Jessie Robinson, Judith Walker, Pierre Walter
Centuries of settler-colonial capitalist hegemony have deeply embedded violent paradigms of separation and hierarchy in our societal structures and internalized ideologies, ultimately manifesting in global climate justice crises. We argue, therefore, that addressing the socio-ecological catastrophes we currently face necessitates an inclusive engagement with a diversity of ways of knowing often overlooked or actively repressed by dominant epistemologies. Dismantling oppressive structures begins with critically examining how they manifest within our habits of mind so we can then see beyond them—to capture what was lost, what is hidden, and what could be. Drawing on a diversity of theories, this largely conceptual paper calls for the (re)introduction of pedagogies that engage our creativity and extrarational senses to help transform our perspectives toward environmental justice. Extrarational pedagogies provide space to challenge dominant paradigms, empathetically experiment with creative alternatives, increase learners’ sense of agency, and overturn the notion that we are powerless to change our circumstances. Such pedagogies promote perspective shifts toward solidarity, compassionate accountability, and an increased awareness of the interconnectivity of our collective survival and well-being.
{"title":"Awakening Sleepy Knowledge: Extrarational Pedagogies and Transformative Learning in Environmental Justice Education","authors":"Jessie Robinson, Judith Walker, Pierre Walter","doi":"10.1177/15413446221151045","DOIUrl":"https://doi.org/10.1177/15413446221151045","url":null,"abstract":"Centuries of settler-colonial capitalist hegemony have deeply embedded violent paradigms of separation and hierarchy in our societal structures and internalized ideologies, ultimately manifesting in global climate justice crises. We argue, therefore, that addressing the socio-ecological catastrophes we currently face necessitates an inclusive engagement with a diversity of ways of knowing often overlooked or actively repressed by dominant epistemologies. Dismantling oppressive structures begins with critically examining how they manifest within our habits of mind so we can then see beyond them—to capture what was lost, what is hidden, and what could be. Drawing on a diversity of theories, this largely conceptual paper calls for the (re)introduction of pedagogies that engage our creativity and extrarational senses to help transform our perspectives toward environmental justice. Extrarational pedagogies provide space to challenge dominant paradigms, empathetically experiment with creative alternatives, increase learners’ sense of agency, and overturn the notion that we are powerless to change our circumstances. Such pedagogies promote perspective shifts toward solidarity, compassionate accountability, and an increased awareness of the interconnectivity of our collective survival and well-being.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48620209","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 : 2023-01-03DOI: 10.1177/15413446221149194
Shannon A. B. Perry
This literature review explores how various challenges and possibilities of enacting collaborative inquiry (CI) in online contexts intersect with this holistic action research method’s aims of transforming participant being, knowing, and doing. This article asks how digital tools and virtual platforms enable and constrain the democratic collaboration, solidarity-in-diversity, and multiple ways of knowing CI strives to cultivate. Findings and discussion offer guidance for conveners of online CIs and highlight further practical considerations.
{"title":"Experiencing Collaborative Inquiry Online: A Literature Review","authors":"Shannon A. B. Perry","doi":"10.1177/15413446221149194","DOIUrl":"https://doi.org/10.1177/15413446221149194","url":null,"abstract":"This literature review explores how various challenges and possibilities of enacting collaborative inquiry (CI) in online contexts intersect with this holistic action research method’s aims of transforming participant being, knowing, and doing. This article asks how digital tools and virtual platforms enable and constrain the democratic collaboration, solidarity-in-diversity, and multiple ways of knowing CI strives to cultivate. Findings and discussion offer guidance for conveners of online CIs and highlight further practical considerations.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41296501","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 : 2022-12-27DOI: 10.1177/15413446221149206
A. L. Colgan
21st century early years practitioners are expected to become agents of change by challenging societal inequalities and embracing anti-oppressive approaches. Yet, research suggests that many practitioners hold negative attitudes about children and families who are ethnically, culturally, linguistically and economically different from those in the mainstream and appear oblivious to how their own practice may contribute to the educational inequalities experienced by these children. This article draws on research carried out with early-years practitioners completing a Foundation degree in early years and an Early Childhood Studies BA (Hons) Top-Up course in England, which examined the practitioners’ perspectives of a transformative pedagogy for social justice. Findings suggest the pedagogy inspired practitioners to work towards eradicating enduring societal inequalities. However, when the emotional impact of the transformation is overwhelming, transformative learning may not only inhibit action but also lead practitioners to a state of liminality that requires time to emerge from.
{"title":"“It Felt Like Waking up From Zombie Nation”: Introducing Early-Years Practitioners in Higher Education to Issues of Social Justice for Transformative Learning","authors":"A. L. Colgan","doi":"10.1177/15413446221149206","DOIUrl":"https://doi.org/10.1177/15413446221149206","url":null,"abstract":"21st century early years practitioners are expected to become agents of change by challenging societal inequalities and embracing anti-oppressive approaches. Yet, research suggests that many practitioners hold negative attitudes about children and families who are ethnically, culturally, linguistically and economically different from those in the mainstream and appear oblivious to how their own practice may contribute to the educational inequalities experienced by these children. This article draws on research carried out with early-years practitioners completing a Foundation degree in early years and an Early Childhood Studies BA (Hons) Top-Up course in England, which examined the practitioners’ perspectives of a transformative pedagogy for social justice. Findings suggest the pedagogy inspired practitioners to work towards eradicating enduring societal inequalities. However, when the emotional impact of the transformation is overwhelming, transformative learning may not only inhibit action but also lead practitioners to a state of liminality that requires time to emerge from.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48047744","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 : 2022-12-11DOI: 10.1177/15413446221140640
Chad Hoggan
{"title":"Themes of Transformation","authors":"Chad Hoggan","doi":"10.1177/15413446221140640","DOIUrl":"https://doi.org/10.1177/15413446221140640","url":null,"abstract":"","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44119276","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 : 2022-11-10DOI: 10.1177/15413446221115515
Eilish Dillon
The transformative role of global education (GE) has come to the fore in recent years in the face of increasingly complex and challenging global development realities. At the heart of this is a cal...
{"title":"Making Connections in Challenging Times-The Transformative Potential of Poetry for Critical Global Education","authors":"Eilish Dillon","doi":"10.1177/15413446221115515","DOIUrl":"https://doi.org/10.1177/15413446221115515","url":null,"abstract":"The transformative role of global education (GE) has come to the fore in recent years in the face of increasingly complex and challenging global development realities. At the heart of this is a cal...","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138496119","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 : 2022-10-14DOI: 10.1177/15413446221133817
Lufi Kartika Sari, Free De Backer, A. Joson, Koen Lombaerts
Experiencing unfamiliar environments tends to foster transformative learning. However, limited studies investigate how experiencing contrasting localities fosters transformative learning, such as teaching practice in remote areas by pre-service teachers who are from elsewhere. This study focuses on revealing pre-service teachers’ transformative learning experiences during their teaching practice by investigating the changes associated with their teaching practice and how these changes occur. Using semi-structured interviews, we questioned forty-one pre-service primary teachers about their 1-year teaching experiences in remote areas of Indonesia. The findings show that pre-service teachers undergo changes in perspective, which indicate a transformative learning outcome. Three elements of the transformative learning process—disorientation, exploring new roles, and reflection—are also identified in the data. These three elements of the transformative learning process influence pre-service teachers’ perspectives. This implies that teaching practice in remote areas stimulates pre-service teachers to experience transformative learning.
{"title":"Pre-Service Teachers’ Changes in Perspective: A Transformative Learning Experience During Teaching Practice in Remote Areas","authors":"Lufi Kartika Sari, Free De Backer, A. Joson, Koen Lombaerts","doi":"10.1177/15413446221133817","DOIUrl":"https://doi.org/10.1177/15413446221133817","url":null,"abstract":"Experiencing unfamiliar environments tends to foster transformative learning. However, limited studies investigate how experiencing contrasting localities fosters transformative learning, such as teaching practice in remote areas by pre-service teachers who are from elsewhere. This study focuses on revealing pre-service teachers’ transformative learning experiences during their teaching practice by investigating the changes associated with their teaching practice and how these changes occur. Using semi-structured interviews, we questioned forty-one pre-service primary teachers about their 1-year teaching experiences in remote areas of Indonesia. The findings show that pre-service teachers undergo changes in perspective, which indicate a transformative learning outcome. Three elements of the transformative learning process—disorientation, exploring new roles, and reflection—are also identified in the data. These three elements of the transformative learning process influence pre-service teachers’ perspectives. This implies that teaching practice in remote areas stimulates pre-service teachers to experience transformative learning.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48571665","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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