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":"6 1","pages":""},"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":"21 1","pages":"371 - 390"},"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}
Pub Date : 2022-10-01DOI: 10.1177/15413446221120622
Cheryl K. Baldwin
{"title":"Holding Space for Difference While Advancing Synthesis and Explicitness in Transformative Learning Inquiry","authors":"Cheryl K. Baldwin","doi":"10.1177/15413446221120622","DOIUrl":"https://doi.org/10.1177/15413446221120622","url":null,"abstract":"","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"20 1","pages":"263 - 267"},"PeriodicalIF":1.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44875811","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 : 2022-09-28DOI: 10.1177/15413446221129860
Ann Curry-Stevens, Rayne Jarvis
Caucusing, as a social justice activity, is traditionally implemented to provide an insider space for marginalized persons to share experiences and build a space for belonging and safety by excluding those who hold privileged identities. Within a particular event that combines privileged and oppressed, experiences are uneven, with insiders experiencing inclusion, while outsiders have a largely isolating experience, although intended to be a place to interrogate privilege. It is not an activity to build community across identities, nor is it the intention. Through expansive reflection on a course activity, the authors share their experience of an updated caucusing activity, a three-part undertaking that first holds caucuses where all students participate, subsequently holds cross-identity dialogues, and then dialogues are repeated with different groupings. Informing this article are the authors’ separate and dialogic reflections, activity evaluations and follow-up comments by students. Results reveal high potential for building belonging and community within and across identities, potentially relevant to numerous service professionals. Caution exists when groups have low levels of engagement with each other and trusting experiences with each other and the instructor. A less successful version of this activity occurred in a part-time program which suggests this caution is warranted.
{"title":"Caucusing Updated: Innovations to Build Belonging and Empowerment","authors":"Ann Curry-Stevens, Rayne Jarvis","doi":"10.1177/15413446221129860","DOIUrl":"https://doi.org/10.1177/15413446221129860","url":null,"abstract":"Caucusing, as a social justice activity, is traditionally implemented to provide an insider space for marginalized persons to share experiences and build a space for belonging and safety by excluding those who hold privileged identities. Within a particular event that combines privileged and oppressed, experiences are uneven, with insiders experiencing inclusion, while outsiders have a largely isolating experience, although intended to be a place to interrogate privilege. It is not an activity to build community across identities, nor is it the intention. Through expansive reflection on a course activity, the authors share their experience of an updated caucusing activity, a three-part undertaking that first holds caucuses where all students participate, subsequently holds cross-identity dialogues, and then dialogues are repeated with different groupings. Informing this article are the authors’ separate and dialogic reflections, activity evaluations and follow-up comments by students. Results reveal high potential for building belonging and community within and across identities, potentially relevant to numerous service professionals. Caution exists when groups have low levels of engagement with each other and trusting experiences with each other and the instructor. A less successful version of this activity occurred in a part-time program which suggests this caution is warranted.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"21 1","pages":"332 - 353"},"PeriodicalIF":1.0,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65436530","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 : 2022-09-27DOI: 10.1177/15413446221129871
M. Sommer, Ellen Andvig, Ragnhild Riis, R. Bongaardt
Students in mental health care are urged to develop professionally as well as personally, according to the Norwegian national state curriculum. The purpose of this study was to describe mental healthcare students’ experiences with the use of Immunity to Change (ITC) workshops and endorse this as a transformative learning approach to personal–professional development. One focus group interview and four in-depth individual interviews were conducted with open-ended questions. These were analyzed with Giorgi’s phenomenological method. Further existential reflections were guided by van Manen’s phenomenological hermeneutics. ITC workshops offered a way to develop the ability to approach various situations and relationships in mental healthcare work flexibly and dynamically. Tolerance for uncertainty and ambiguity enabled students to grow personally and interpersonally. This study highlights the importance of supporting students to structure their transformative journey of becoming relationally spacious, being able to room themselves as well as colleagues and users/patients.
{"title":"Becoming Relationally Spacious: Mental Healthcare Students’ Experiences With the Immunity to Change Workshop","authors":"M. Sommer, Ellen Andvig, Ragnhild Riis, R. Bongaardt","doi":"10.1177/15413446221129871","DOIUrl":"https://doi.org/10.1177/15413446221129871","url":null,"abstract":"Students in mental health care are urged to develop professionally as well as personally, according to the Norwegian national state curriculum. The purpose of this study was to describe mental healthcare students’ experiences with the use of Immunity to Change (ITC) workshops and endorse this as a transformative learning approach to personal–professional development. One focus group interview and four in-depth individual interviews were conducted with open-ended questions. These were analyzed with Giorgi’s phenomenological method. Further existential reflections were guided by van Manen’s phenomenological hermeneutics. ITC workshops offered a way to develop the ability to approach various situations and relationships in mental healthcare work flexibly and dynamically. Tolerance for uncertainty and ambiguity enabled students to grow personally and interpersonally. This study highlights the importance of supporting students to structure their transformative journey of becoming relationally spacious, being able to room themselves as well as colleagues and users/patients.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"21 1","pages":"354 - 370"},"PeriodicalIF":1.0,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45551042","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 : 2022-09-27DOI: 10.1177/15413446221130363
Michael Lyngstad
This study uses a framework of transformative learning theory to explore fourteen participants’ experiences with learning William Glasser’s Choice Theory. The researcher conducted semi-structured interviews with students, staff and alumni of an alternative secondary school in order to explore their perspectives on the transformative potential of a local option course based on Choice Theory. Findings point to Choice Theory having a positive influence on experiences of personal transformation and increased empathy among participants including changes to habits of mind, frames of reference and reworking of meaning schemes and perspectives. Participants also communicated the importance of learning the language of Choice Theory and of being embedded within a shared community of practice around the techniques and theory of Choice Theory to achieving and maintaining a mindset of transformation.
{"title":"At Home with the Mavericks: Student and Teacher Perspectives of the Transformative Potential of Glasser’s Choice Theory at an Alternative Secondary School","authors":"Michael Lyngstad","doi":"10.1177/15413446221130363","DOIUrl":"https://doi.org/10.1177/15413446221130363","url":null,"abstract":"This study uses a framework of transformative learning theory to explore fourteen participants’ experiences with learning William Glasser’s Choice Theory. The researcher conducted semi-structured interviews with students, staff and alumni of an alternative secondary school in order to explore their perspectives on the transformative potential of a local option course based on Choice Theory. Findings point to Choice Theory having a positive influence on experiences of personal transformation and increased empathy among participants including changes to habits of mind, frames of reference and reworking of meaning schemes and perspectives. Participants also communicated the importance of learning the language of Choice Theory and of being embedded within a shared community of practice around the techniques and theory of Choice Theory to achieving and maintaining a mindset of transformation.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"21 1","pages":"391 - 408"},"PeriodicalIF":1.0,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46944249","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 : 2022-07-01DOI: 10.1177/15413446221103193
Kristin Loberg
Adult educators and scholars have long recognized the Highlander Education and Research Center in Tennessee as a model for adult civic education that is transformative for individuals and society. In 2004, researchers at Harvard University identified Highlander as one of the most successful initiatives worldwide with long-term impact on societal transformation. It is important for current scholars interested in adult and civic education to understand Highlander’s theoretical and practical contributions to adult learning and civic action, and how it shares many of the same theoretical streams of thought that influenced the development of transformative adult education. This article will provide an in-depth review of how Highlander’s theoretical origins, depicted through one of its founder’s intellectual discoveries, were forerunners to contemporary transformative educational theory and became a catalyst for a decades-long enterprise of transformative education. Highlander and its approach may be unfamiliar to contemporaries in adult education, but its theoretical and practical approach remains highly relevant as we seek nontraditional models and educational practices to promote civic engagement for a more socially and economically just society.
{"title":"Revisiting Highlander and Its Theoretical Origins for Civic Education","authors":"Kristin Loberg","doi":"10.1177/15413446221103193","DOIUrl":"https://doi.org/10.1177/15413446221103193","url":null,"abstract":"Adult educators and scholars have long recognized the Highlander Education and Research Center in Tennessee as a model for adult civic education that is transformative for individuals and society. In 2004, researchers at Harvard University identified Highlander as one of the most successful initiatives worldwide with long-term impact on societal transformation. It is important for current scholars interested in adult and civic education to understand Highlander’s theoretical and practical contributions to adult learning and civic action, and how it shares many of the same theoretical streams of thought that influenced the development of transformative adult education. This article will provide an in-depth review of how Highlander’s theoretical origins, depicted through one of its founder’s intellectual discoveries, were forerunners to contemporary transformative educational theory and became a catalyst for a decades-long enterprise of transformative education. Highlander and its approach may be unfamiliar to contemporaries in adult education, but its theoretical and practical approach remains highly relevant as we seek nontraditional models and educational practices to promote civic engagement for a more socially and economically just society.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"20 1","pages":"226 - 240"},"PeriodicalIF":1.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42919377","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 : 2022-06-17DOI: 10.1177/15413446221103190
Dalila Coelho, João Caramelo, José Pedro Amorim, I. Menezes
This work analyzes the transformative learning potential of global citizenship education (GCE) in academia. This is done by examining learning conditions, processes, and outcomes and is then followed by a reflection on the opportunity to link transformative learning (TL) and GCE. Students’ views were collected through focus groups with 72 students and interviews with seven teachers. Data was analyzed using thematic analysis informed by TL theory and critical GCE. We suggest that the experiences studied offer important opportunities for potentially transformative learning; however, there is a need for more emphasis on linking GCE and TL, and on the narratives and conditions for “transformation.”
{"title":"Towards the Transformative Role of Global Citizenship Education Experiences in Higher Education: Crossing Students’ and Teachers’ Views","authors":"Dalila Coelho, João Caramelo, José Pedro Amorim, I. Menezes","doi":"10.1177/15413446221103190","DOIUrl":"https://doi.org/10.1177/15413446221103190","url":null,"abstract":"This work analyzes the transformative learning potential of global citizenship education (GCE) in academia. This is done by examining learning conditions, processes, and outcomes and is then followed by a reflection on the opportunity to link transformative learning (TL) and GCE. Students’ views were collected through focus groups with 72 students and interviews with seven teachers. Data was analyzed using thematic analysis informed by TL theory and critical GCE. We suggest that the experiences studied offer important opportunities for potentially transformative learning; however, there is a need for more emphasis on linking GCE and TL, and on the narratives and conditions for “transformation.”","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49093809","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 : 2022-06-17DOI: 10.1177/15413446221105918
Daniel Jordan, Judith Walker
This paper examines the stories of transformative learning of two men reflecting on their recovery from addictions and trauma. We employ the Hero’s journey as a useful frame within which to understand their stories of becoming more and progressing towards a recovered self. The article challenges the dominant biomedical model of addiction, and of recovery as being primarily about abstinence. It also provides further evidence for understanding transformative learning as a process of (re)integration which is supported through archetypal storytelling.
{"title":"Storying and Recovering the Self: A Journey Towards Transformation in Men in Addictions and Trauma Recovery","authors":"Daniel Jordan, Judith Walker","doi":"10.1177/15413446221105918","DOIUrl":"https://doi.org/10.1177/15413446221105918","url":null,"abstract":"This paper examines the stories of transformative learning of two men reflecting on their recovery from addictions and trauma. We employ the Hero’s journey as a useful frame within which to understand their stories of becoming more and progressing towards a recovered self. The article challenges the dominant biomedical model of addiction, and of recovery as being primarily about abstinence. It also provides further evidence for understanding transformative learning as a process of (re)integration which is supported through archetypal storytelling.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"21 1","pages":"225 - 244"},"PeriodicalIF":1.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44130200","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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