Pub Date : 2022-02-07DOI: 10.1177/15413446211067285
Olen Gunnlaugson, Renata Cueto de Souza, Steven Zhao, Allen Yee, Charles Scott, H. Bai
We are interested in the transformative potentials of intersubjectivity as it is enacted through second-person contemplative approaches. Our work here focuses on contemplative practice as a pedagogy that reveals and enacts intersubjectivity within postsecondary education. How might contemplative higher education practice as a pedagogy enable students to access these underlying intersubjective dimensions, thus creating conditions for a shift in the forms of transformative learning that affect the nature of the learner’s consciousness as well as their overall journey of transformation through the course of their studies? We review the theoretical and research literature on postsecondary contemplative education, particularly in its intersubjective dimensions, and then offer data from a qualitative study involving students enrolled in a graduate program in contemplative inquiry that offers evidence of the transformative potentials of these intersubjective, contemplative approaches to learning and inquiry.
{"title":"Revisiting the Nature of Transformative Learning Experiences in Contemplative Higher Education","authors":"Olen Gunnlaugson, Renata Cueto de Souza, Steven Zhao, Allen Yee, Charles Scott, H. Bai","doi":"10.1177/15413446211067285","DOIUrl":"https://doi.org/10.1177/15413446211067285","url":null,"abstract":"We are interested in the transformative potentials of intersubjectivity as it is enacted through second-person contemplative approaches. Our work here focuses on contemplative practice as a pedagogy that reveals and enacts intersubjectivity within postsecondary education. How might contemplative higher education practice as a pedagogy enable students to access these underlying intersubjective dimensions, thus creating conditions for a shift in the forms of transformative learning that affect the nature of the learner’s consciousness as well as their overall journey of transformation through the course of their studies? We review the theoretical and research literature on postsecondary contemplative education, particularly in its intersubjective dimensions, and then offer data from a qualitative study involving students enrolled in a graduate program in contemplative inquiry that offers evidence of the transformative potentials of these intersubjective, contemplative approaches to learning and inquiry.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48427193","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 : 2022-02-04DOI: 10.1177/15413446211066934
M. Bass, Kerry-Ann B. Dompierre, M. McAlister
Collaboration across multiple perspectives enhances the potential for innovative solutions to the complex issues of our time. An interdisciplinary education (IDE) community of practice (CoP) proved to be a catalyst for bringing together interested faculty from across a large public college to create an IDE learning event focused on homelessness. Using a qualitative research approach, we explored the process and impact on student learning. Four main themes emerged: authentic engagement, transcending perspectives, collective responsibility, and cultivating curiosity. The first three themes identify the transformative power of IDE, while the last theme highlights the challenge of remaining open to differing perspectives. We learned the value of incorporating perspectives beyond strictly disciplinary views, such as narratives from those directly impacted by homelessness—to stimulate empathy, transformation, and the will to act.
{"title":"Creating Transformative Interdisciplinary Learning Opportunities for College Students","authors":"M. Bass, Kerry-Ann B. Dompierre, M. McAlister","doi":"10.1177/15413446211066934","DOIUrl":"https://doi.org/10.1177/15413446211066934","url":null,"abstract":"Collaboration across multiple perspectives enhances the potential for innovative solutions to the complex issues of our time. An interdisciplinary education (IDE) community of practice (CoP) proved to be a catalyst for bringing together interested faculty from across a large public college to create an IDE learning event focused on homelessness. Using a qualitative research approach, we explored the process and impact on student learning. Four main themes emerged: authentic engagement, transcending perspectives, collective responsibility, and cultivating curiosity. The first three themes identify the transformative power of IDE, while the last theme highlights the challenge of remaining open to differing perspectives. We learned the value of incorporating perspectives beyond strictly disciplinary views, such as narratives from those directly impacted by homelessness—to stimulate empathy, transformation, and the will to act.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65436520","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 : 2022-02-01DOI: 10.1177/15413446211068556
Jennifer Branlat, J. Velasquez, Ingvil Hellstrand
Integrative transformative learning in a feminist perspective asks students to engage in potentially troublesome and unsettling debates, to confront their own privilege and situated knowledges, and to experiment with conventional boundaries for knowledge production. We introduce the idea of the “tentacular classroom” grounded in the work of Haraway on tentacular thinking to show the ways in which the learning encounter, figured as a tentacular organism, allows for co-production and multiplicity in knowledge production. Through two illustrative examples from gender studies classrooms, we show what is at stake when unruly tentacles become involved in disrupting the boundedness imposed on teaching and learning in the neo-liberal university context. We conclude that a tentacular classroom entails confrontations with troublesome knowledges but also with troublesome unlearning as well, leading teachers and learners to an alternative point of departure for the learning encounter.
{"title":"Tentacular Classrooms: Feminist Transformative Learning for Thinking and Sensing","authors":"Jennifer Branlat, J. Velasquez, Ingvil Hellstrand","doi":"10.1177/15413446211068556","DOIUrl":"https://doi.org/10.1177/15413446211068556","url":null,"abstract":"Integrative transformative learning in a feminist perspective asks students to engage in potentially troublesome and unsettling debates, to confront their own privilege and situated knowledges, and to experiment with conventional boundaries for knowledge production. We introduce the idea of the “tentacular classroom” grounded in the work of Haraway on tentacular thinking to show the ways in which the learning encounter, figured as a tentacular organism, allows for co-production and multiplicity in knowledge production. Through two illustrative examples from gender studies classrooms, we show what is at stake when unruly tentacles become involved in disrupting the boundedness imposed on teaching and learning in the neo-liberal university context. We conclude that a tentacular classroom entails confrontations with troublesome knowledges but also with troublesome unlearning as well, leading teachers and learners to an alternative point of departure for the learning encounter.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46399659","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 : 2021-12-27DOI: 10.1177/15413446211058139
Stephanie L. Dodman, Nancy Holincheck, Rebecca L. Brusseau
This article shares the findings of a study examining the use of dialectical journals as liminal spaces for the development of critical reflection in practicing teachers. In an online graduate course on critical teacher inquiry designed to foster teachers as antiracist multicultural educators, teachers engaged in dialogue with themselves as they responded to self-selected text segments in assigned readings throughout the course. Using Mezirow’s theory of transformation and specifically the typology of critical reflection of assumptions and critical self-reflection of assumptions, we analyzed the online dialectical journals of 23 teachers to better understand how their engagement with key texts both represented and influenced their reflective development and engagement in transformational learning. We conclude the journals to be powerful liminal spaces for teachers to engage in reframing of their assumptions.
{"title":"Using Text via Dialectical Journals to Nurture Liminal Spaces in Teacher Education","authors":"Stephanie L. Dodman, Nancy Holincheck, Rebecca L. Brusseau","doi":"10.1177/15413446211058139","DOIUrl":"https://doi.org/10.1177/15413446211058139","url":null,"abstract":"This article shares the findings of a study examining the use of dialectical journals as liminal spaces for the development of critical reflection in practicing teachers. In an online graduate course on critical teacher inquiry designed to foster teachers as antiracist multicultural educators, teachers engaged in dialogue with themselves as they responded to self-selected text segments in assigned readings throughout the course. Using Mezirow’s theory of transformation and specifically the typology of critical reflection of assumptions and critical self-reflection of assumptions, we analyzed the online dialectical journals of 23 teachers to better understand how their engagement with key texts both represented and influenced their reflective development and engagement in transformational learning. We conclude the journals to be powerful liminal spaces for teachers to engage in reframing of their assumptions.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45760222","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 : 2021-12-19DOI: 10.1177/15413446211058924
Dike, F. O., & Chukwuorji, J. C. (2021). Capturing Transformative Moments in a Participatory Values-Based Event. Journal of Transformative Education. https://doi.org/10.1177/1541344621996247. First published OnlineFirst on April 8, 2021.
{"title":"Corrigendum to Capturing Transformative Moments in a Participatory Values-Based Event","authors":"","doi":"10.1177/15413446211058924","DOIUrl":"https://doi.org/10.1177/15413446211058924","url":null,"abstract":"Dike, F. O., & Chukwuorji, J. C. (2021). Capturing Transformative Moments in a Participatory Values-Based Event. <i>Journal of Transformative Education</i>. https://doi.org/10.1177/1541344621996247. First published OnlineFirst on April 8, 2021.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138496118","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 : 2021-12-15DOI: 10.1177/15413446211066267
F. Finnegan
{"title":"Dialogue Across Social Differences, Forms of Knowledge and Intellectual Traditions","authors":"F. Finnegan","doi":"10.1177/15413446211066267","DOIUrl":"https://doi.org/10.1177/15413446211066267","url":null,"abstract":"","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42582469","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 : 2021-12-10DOI: 10.1177/15413446211051092
R. Strickland
While many scholars have examined transformative learning in different prison education programs, the field has only recently reached Latin America. This article presents a participatory action research project which has been operating in a prison for men accused of organized crime in Jalisco, Mexico, since 2018. The analysis is based on testimonies related to personal and collective transformation in a context of multifaceted oppression. It also explores the blurry lines between reflection, conscientization, and transformation, inviting us to consider how transformative education relates to social stigma and freedom.
{"title":"“Moving the Rubble”: Reflection, Conscientization, and Transformative Learning With Men Incarcerated for Organized Crime in Mexico","authors":"R. Strickland","doi":"10.1177/15413446211051092","DOIUrl":"https://doi.org/10.1177/15413446211051092","url":null,"abstract":"While many scholars have examined transformative learning in different prison education programs, the field has only recently reached Latin America. This article presents a participatory action research project which has been operating in a prison for men accused of organized crime in Jalisco, Mexico, since 2018. The analysis is based on testimonies related to personal and collective transformation in a context of multifaceted oppression. It also explores the blurry lines between reflection, conscientization, and transformation, inviting us to consider how transformative education relates to social stigma and freedom.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44405783","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 : 2021-12-06DOI: 10.1177/15413446211062375
Laura M. Harrison, Helen Williams-Cumberbatch
As college student educators, we notice a pattern of difficulty in our students’ ability to engage meaningfully across ideological differences. In this work, we posit the social media mindset’s penchant for reductive framing and outgroup shaming as a potential diagnosis of the problem. We explore how these tendencies show up in the classroom; we present alternative frameworks for stimulating better conversations across differences. These frameworks include promoting democratic civility (as opposed to niceness), understanding ourselves as works in progress (as opposed to engaging call-out and cancel culture), and creating the conditions for the call-in (as opposed to “ducking diversity”).
{"title":"Forum: Challenging Students to Engage Meaningfully Across Ideological Differences","authors":"Laura M. Harrison, Helen Williams-Cumberbatch","doi":"10.1177/15413446211062375","DOIUrl":"https://doi.org/10.1177/15413446211062375","url":null,"abstract":"As college student educators, we notice a pattern of difficulty in our students’ ability to engage meaningfully across ideological differences. In this work, we posit the social media mindset’s penchant for reductive framing and outgroup shaming as a potential diagnosis of the problem. We explore how these tendencies show up in the classroom; we present alternative frameworks for stimulating better conversations across differences. These frameworks include promoting democratic civility (as opposed to niceness), understanding ourselves as works in progress (as opposed to engaging call-out and cancel culture), and creating the conditions for the call-in (as opposed to “ducking diversity”).","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45429429","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 : 2021-11-26DOI: 10.1177/15413446211049467
Katarzyna Gawlicz
This article explores action research as a tool for promoting transformative learning of prospective teachers. Drawing on two B.A. or M.A. projects carried out at a university in Poland in which teacher-students used action research and the educational ethnography design to examine themselves as teachers and their practice, the article demonstrates the potential of such an approach for the transformation of students’ meaning perspectives and, eventually, of their personal and professional identities. The transformation the teacher-students experienced entailed their emancipation from the teaching models imposed on them in their institutions and the development of their personal teaching theories. This was followed by their transition to deliberate action, increased sense of agency, and readiness to assume responsibility for wider social change, consequently bridging the theory-practice divide. The author argues that despite the challenges of action research in the university context, its transformative potential makes it a valuable component of teacher education.
{"title":"“I felt as if I was becoming myself anew”: Transformative Learning Through Action Research Projects Carried out by Beginner Teachers","authors":"Katarzyna Gawlicz","doi":"10.1177/15413446211049467","DOIUrl":"https://doi.org/10.1177/15413446211049467","url":null,"abstract":"This article explores action research as a tool for promoting transformative learning of prospective teachers. Drawing on two B.A. or M.A. projects carried out at a university in Poland in which teacher-students used action research and the educational ethnography design to examine themselves as teachers and their practice, the article demonstrates the potential of such an approach for the transformation of students’ meaning perspectives and, eventually, of their personal and professional identities. The transformation the teacher-students experienced entailed their emancipation from the teaching models imposed on them in their institutions and the development of their personal teaching theories. This was followed by their transition to deliberate action, increased sense of agency, and readiness to assume responsibility for wider social change, consequently bridging the theory-practice divide. The author argues that despite the challenges of action research in the university context, its transformative potential makes it a valuable component of teacher education.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42866096","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 : 2021-10-21DOI: 10.1177/15413446211050365
Lisa Rankin, L. English
This article examines the experience of six participants in the Maritimes-Guatemala Breaking the Silence Network (BTS) delegation program. Human rights education is central to this program that operates between Canada and Guatemala. Key findings from this research include participants’ rethinking of their own power and privilege upon returning to Canada and making connections with the struggle of Indigenous peoples in both countries. Another finding concerns how specific communal aspects of the BTS delegation (communitas) lead to social transformation and the development of solidarity relationships that are transformative to all. The research affirms the need for experiential learning experiences which use transformative learning approaches to support human rights and social change.
{"title":"Social Transformative Learning in Human Rights Delegations: Critical Research on the Maritimes-Guatemala Breaking the Silence Network","authors":"Lisa Rankin, L. English","doi":"10.1177/15413446211050365","DOIUrl":"https://doi.org/10.1177/15413446211050365","url":null,"abstract":"This article examines the experience of six participants in the Maritimes-Guatemala Breaking the Silence Network (BTS) delegation program. Human rights education is central to this program that operates between Canada and Guatemala. Key findings from this research include participants’ rethinking of their own power and privilege upon returning to Canada and making connections with the struggle of Indigenous peoples in both countries. Another finding concerns how specific communal aspects of the BTS delegation (communitas) lead to social transformation and the development of solidarity relationships that are transformative to all. The research affirms the need for experiential learning experiences which use transformative learning approaches to support human rights and social change.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45993446","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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