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Book part
Publication date: 8 March 2022

Frans Lenglet

It is argued that social learning, transformative learning, collaborative learning and transgressive learning are branches and offshoots of the same ‘learning tree’. This…

Abstract

It is argued that social learning, transformative learning, collaborative learning and transgressive learning are branches and offshoots of the same ‘learning tree’. This chapter examines the sources and evolution of theories of education and learning focused on transforming the learners' self-understanding and transforming the structures and social arrangements in which they and their educational and learning processes are embedded. The ‘transformative learning’ theories reviewed here span the last 50 years. They critique and go beyond the functionalist understanding that education and learning are meant to socialize learners within existing or dominant cultural and societal structures and/or in function of the transmission of knowledge, skills and attitudes from generation to generation. The first part of this article covers transformative learning and learning for transformation in the tradition of Freire, Habermas, Mezirow, and others. The second part concentrates on more recent ideas of collaborative learning, social learning and deliberative social learning evolving into transformative, and transgressive learning. By highlighting the warp and weft of the conceptual traditions and pedagogical practice within a variety of contexts and conditions, a colourful tapestry of transformative education and learning emerges. It is shown that, over time, the pertinence of transformative learning has only increased. The evolution of transformative learning presents itself as a virtual cycle, starting from marginalized and excluded people and communities via individual persons engaged in adult education and environmental education, to (groups of) people participating in collaborative and transgressive social learning, thereby becoming capable and empowered actors in processes of societal change and transformation.

Open Access
Article
Publication date: 24 March 2022

Lise Janssens, Tom Kuppens, Ingrid Mulà, Egle Staniskiene and Anne B. Zimmermann

A transition toward sustainable development requires engagement of university students in transformative learning. Therefore, quality frameworks and processes should…

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Abstract

Purpose

A transition toward sustainable development requires engagement of university students in transformative learning. Therefore, quality frameworks and processes should support deep approaches to sustainable development in higher education. Research and initiatives that connect sustainable development, higher education and quality assurance (QA) are lacking. This study aims to explore to what extent quality assurance agencies in Europe support transformative learning for sustainable development in their frameworks.

Design/methodology/approach

The authors conducted a qualitative analysis of national QA frameworks in the European Higher Education Area (EHEA) to assess whether they support transformative learning for sustainable development. First, frequency analysis was undertaken; second, a blended coding approach was used to investigate whether and how transformative learning for sustainable development is addressed.

Findings

Overall, the authors found little support for transformative learning for sustainable development in most QA frameworks. One exception is the framework of the United Kingdom, which includes a specific guide on education for sustainable development wherein transformative learning is prominently mentioned. To a lesser extent, some support exists in the frameworks of Estonia, Holy See, Romania, Sweden, Switzerland and Ukraine. Although the transformative learning for sustainable development approach is not explicitly mentioned in most QA frameworks, many of them contain opportunities to highlight it. France and The Netherlands offer guidelines and criteria for acquiring a sustainable development label, while Andorra suggests including the sustainable development goals in institutional quality assessment.

Originality/value

The research provides the first map of how countries within the EHEA support transformative learning for sustainable development in national QA systems.

Details

International Journal of Sustainability in Higher Education, vol. 23 no. 8
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 1 November 2007

Omiunota Nelly Ukpokodu

Using a qualitative research design, this study examined the impact of a course that utilized transformative pedagogy to foster preservice teachers’ transformative learning

Abstract

Using a qualitative research design, this study examined the impact of a course that utilized transformative pedagogy to foster preservice teachers’ transformative learning in a social studies methods course. The study was framed around the construct and practice of transformative education and pedagogy. Transformative pedagogy was defined as an activist pedagogy that combines the elements of constructivist, critical pedagogy, multiculturalism and practices that promote dialogical relations, engage and empower students as critical inquirers, participatory, active, and self-reflective learners who confront their prior beliefs, perspectives, frames of reference and attitudes in order to foster the development of critical consciousness, visions of possibilities, and action. Drawing on multiple sources, the data revealed that participants evidenced transformative learning such as follows: (a) deepened perspectives and new understanding of social studies; (b) shifting dispositions and awareness of a new sense of responsibility; (c) evolving self-examination and redefinition of teaching role, and (d) emerging sense of social critique and conscientization. Finally, the article discusses practices of key elements of transformative pedagogy that foster transformative learning such as a community-based learning context, experiential learning activities and project, reflective journaling, modeling, and scaffolding.

Details

Social Studies Research and Practice, vol. 2 no. 3
Type: Research Article
ISSN: 1933-5415

Article
Publication date: 1 February 2016

Wen-Hai Chih, Ling-Chu Huang and Tsung-Ju Yang

The purpose of this paper is to explore the prior knowledge perspective on e-business environments to maintain expertise by firms. The perspectives indicate the crucial of…

Abstract

Purpose

The purpose of this paper is to explore the prior knowledge perspective on e-business environments to maintain expertise by firms. The perspectives indicate the crucial of e-service innovation and emphasize the transformative learning in the model.

Design/methodology/approach

The model proposed in this study examines the relationships among customer empowerment, normative pressure, innovativeness, transformative learning, and performance. This study presents empirical results from benchmark services in e-markets of Taiwan. There were 225 valid samples to test the proposed model with SEM.

Findings

Customer empowerment has significant and positive effects on innovativeness and transformative learning, respectively. Normative pressure has significant and positive effects on innovativeness and transformative learning, respectively. Innovativeness has significant and positive effects on transformative learning. Transformative learning has significant and positive effects on financial, customer, and business performance, respectively. In addition, innovativeness mediates the effects of customer empowerment and normative pressure on transformative learning.

Research limitations/implications

This study finds that transformative learning is a crucial role on customer performance. Firms should emphasize on transformative learning of prior market and technological knowledge to achieve customer performance.

Originality/value

Customer empowerment is the technological knowledge innovation of e-business environments. However, normative pressure has to implement the market knowledge orientation on e-business environments. Besides, transformative learning has the largest effect on customer performance.

Details

Industrial Management & Data Systems, vol. 116 no. 1
Type: Research Article
ISSN: 0263-5577

Keywords

Book part
Publication date: 17 December 2016

Poula Helth

The purpose of this chapter is to document how a new learning technic may create transformative learning in leadership in an organisational practice.

Abstract

Purpose

The purpose of this chapter is to document how a new learning technic may create transformative learning in leadership in an organisational practice.

Design/methodology/approach

The learning methods developed in the learning in practice (LIP) project include aesthetic performances combined with reflections. The intention has been to explore how leadership may be transformed, when leaders work as a collective of leaders. The learning methods developed and tested in the LIP project are art-informed learning methods, concepts of liminality and reflection processes carried out in the leaders’ organisational practice.

Findings

One of the most important findings in the LIP project in relation to transformative learning is a new learning technique based on guided processes rooted in aesthetic performance combined with reflections and separation of roles as performer and audience. Reflection processes related to aesthetic performance serve as argument for the impact of ‘the audience wheel’.

Originality/value

Leaders who perform and reflect in a collective of leaders can better deal with complex organisational problems and enhance growing of welfare-in-the-making from an inside and out perspective. Moreover, the separation between classroom teaching and practical intervention will diminish when leaders learn aesthetic performance and reflections as a practical technique.

Details

Developing Public Managers for a Changing World
Type: Book
ISBN: 978-1-78635-080-0

Keywords

Book part
Publication date: 18 November 2019

Tonya G. Ensign

In the field of global leadership, much of the research has focused on uncovering competencies and methods for assessing competencies. The process of developing global…

Abstract

In the field of global leadership, much of the research has focused on uncovering competencies and methods for assessing competencies. The process of developing global leaders has been researched less frequently; however, it is widely accepted that this process involves learning on the part of the leader. Mezirow’s (1978, 1991) transformative learning is a special type of learning in the domain of adult education and a useful lens to better understand the disorienting triggers that are thought to induce global leadership development (GLD). In simple terms, a disorienting experience occurs when we discover that something we thought was certain is now uncertain. Conducting business in another country or merely navigating to a grocery store or restaurant there can be a disorienting experience. In these situations, people are exposed to new information that does not fit their current meaning structures or thought paradigms, and at this juncture, people have a choice: to transform their perspective or remain unchanged. When individuals transform their perspective, they are experiencing transformative learning. The first section of this chapter reviews the concept of disorienting experiences across disciplines and within the domain of learning and education. The second section explains three GLD process models with a special focus on the role played by disorienting trigger events in each one. The final section explains the Disorientation Index (Ensign, 2019), which articulates dimensions of trigger events. The chapter concludes with future research directions and practical implications.

Article
Publication date: 24 September 2020

Chang-kyu Kwon, Seung-hyun Han and Aliki Nicolaides

The purpose of this study is to examine the impact of psychological safety on transformative learning in the workplace. This study focused on psychological safety as a…

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Abstract

Purpose

The purpose of this study is to examine the impact of psychological safety on transformative learning in the workplace. This study focused on psychological safety as a specific practice that may or may not independently contribute to transformative learning outcomes.

Design/methodology/approach

Data was gathered from 132 employees in one US manufacturing company through a survey asking about the perception of psychological safety and the experience of transformative learning. A mediation analysis was conducted to test the effects of transformative learning processes – social support, attitude toward uncertainty and criticality – on the relationship between psychological safety and transformative learning outcomes.

Findings

The results of this study showed that psychological safety led to transformative learning outcomes mediated by transformative learning processes including social support, attitude toward uncertainty and criticality.

Originality/value

Existing literature reveals little about the mechanism of how transformative learning occurs in the workplace. This study contributes to the field of human resource development by explaining the relationship between psychological safety and transformative learning, as well as first attempting to use transformative learning as a viable construct in workplace research.

Details

Journal of Workplace Learning, vol. 32 no. 7
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 29 June 2020

Jorge Gustavo Rodríguez Aboytes and Matthias Barth

This study aims to investigate how transformative learning has been conceptualised and operationalised in education for sustainable development (ESD) and sustainability…

2484

Abstract

Purpose

This study aims to investigate how transformative learning has been conceptualised and operationalised in education for sustainable development (ESD) and sustainability learning and to collect evidence on how to support transformative learning in formal and non-formal environments.

Design/methodology/approach

The authors conducted a systematic literature review to provide a structured and replicable search and analysis of the relevant literature to produce a bibliometric overview that combines a quantitative description of the body of literature and qualitative analysis of the learning processes, outcomes and conditions.

Findings

The convergence between transformative learning and sustainability has become an emerging field of inquiry, despite the superficial use of transformative learning theory in many studies. By examining the learning process, outcomes and conditions in the core sample of studies, this study demonstrates that transformative learning theory – if carefully studied – can contribute to the design and implementation of educational interventions and assessments of learning towards sustainability. Furthermore, the sustainability context provides an empirical grounding that highlights the fact that social learning, the role of experience and the development of sustainability competencies are inherently part of transformative learning.

Originality/value

To date, few attempts have been made to better understand how transformative learning theory has been used in sustainability learning and ESD research. This systematic review allows for a better comprehension of how concepts and mechanisms elucidated in transformative learning theory are operationalised in sustainability learning and ESD research and serves as a source of inspiration for those researchers and practitioners who aims to make sustainability education, teaching and learning more transformative.

Details

International Journal of Sustainability in Higher Education, vol. 21 no. 5
Type: Research Article
ISSN: 1467-6370

Keywords

Book part
Publication date: 22 December 2016

Dawn M. Francis and Stephanie L. Colbry

This chapter explains how the Social Change Model of Leadership served as the process for uniting the campus on Cabrini Day around one shared vision of Leadership for…

Abstract

Purpose

This chapter explains how the Social Change Model of Leadership served as the process for uniting the campus on Cabrini Day around one shared vision of Leadership for Social Change. It also uses Mezirow’s theory of transformative learning to examine the resulting transformation that occurred among students engaged in this process.

Methodology/approach

In an effort to showcase students’ transformation into leaders for social change, the chapter focuses expressly on students enrolled in one particular course. These students worked together to develop a live simulation for Cabrini Day that brought campus community members through the real-world experiences of unaccompanied immigrant minors fleeing to the United States to escape violence in their home countries. The chapter employs an action research methodology to describe how, when, and why these students became transformed. Students’ planning steps, actions within the live simulation event, and reflections on their actions were analyzed using the individual, group, and community values of the Social Change Model, as well as the tenets of transformative learning theory.

Findings

Findings reveal that the Social Change Model is a viable process for integrating curricular and cocurricular endeavors on campus. Findings also show that this process can lead to transformative student learning outcomes.

Originality/value

Integrating curricular and cocurricular experiences on college campuses can lead to significant student learning outcomes and experiences.

Details

Integrating Curricular and Co-Curricular Endeavors to Enhance Student Outcomes
Type: Book
ISBN: 978-1-78635-063-3

Keywords

Article
Publication date: 12 June 2018

Eddie Rocks and Peter Lavender

The purpose of this paper is to understand the experiences of students undertaking higher education in a further education setting in the UK. Since the 1960s, there has…

Abstract

Purpose

The purpose of this paper is to understand the experiences of students undertaking higher education in a further education setting in the UK. Since the 1960s, there has been a policy commitment in the UK to widen participation in education to social groups previously under-represented (Thompson, 2000; Burke, 2012). The consequence is a discourse in which it is argued that higher education has been “dumbed down” to include non-traditional students frequently ill-prepared for academic challenges (Haggis, 2006). This research explored an alternative discourse, proposing that education should be a catalyst for significant social, emotional and intellectual growth, culminating in a transformative experience (Mezirow, 1978a, 1991; Cranton, 2006).

Design/methodology/approach

In total, 12 non-traditional graduates from a full-time BA programme at a Scottish College of Further and Higher Education were interviewed to determine if graduates experienced significant social, emotional and intellectual growth as a result of participation; what teaching and learning settings make this possible; can it be proposed that graduates can be transformed by the experience of higher education in further education?

Findings

The findings of the research indicate that the participants all experienced some significant shift in attributes such as confidence, independence and willingness to try new things. How they experience, conceptualise and participate in their social worlds has become more discriminating. The authors conclude by proposing that higher education in further education (HE in FE) can have the potential to provide transformative experiences for non-traditional students.

Research limitations/implications

The implications of this study lie as much in the nature of the transformative learning experience as in the structures in which education is provided. Additionally, it is proposed that transformative teaching and learning theory may be as significant now as it ever was in understanding the changes which learners experience in higher education study. Limitations of the study include the small number of interviewees who were interviewed more than once in some depth, and the particular setting of one further education college. As in all such research generalisation might be difficult.

Practical implications

Practically, the research suggests that the authors can learn from how students like the ones featured in the transformation stories experience learning in HE in FE. Despite being seen as “non-traditional” students who return to education with weak learning histories and fragile learner identities, the research has shown that if a nurturing, student-centred approach is adopted by teaching staff, a significant shift in how students see themselves and their place in the world can be achieved. This has significant implications for teaching practice. The findings could be an inspiration and guiding principle for other HE in FE tutors and help them find commonalities in their own work.

Social implications

The authors argue that education should not be regarded only as an economic-driven activity insofar as most HE in FE programmes are vocational and are geared towards preparation for the workplace. The authors’ key proposition is that education can be a life changing experience that might be considered a transformation. The social implication is that participating in HE in FE could be a catalyst for the development of confident and engaged citizens, ready to make a real contribution to the social world beyond and out-with only the workplace. Within a Freirean framework, this might be transformative education’s most significant contribution to society.

Originality/value

Transformative learning theory research has mostly been undertaken in informal learning contexts and higher education institutions. There has also been research undertaken on diverse contexts not immediately related to education. In terms of empirical research, however, transformation learning theory in HE in FE is yet unexplored. Yet, it is an ideal learning site to promote transformation because of the relatively small, intimate milieu, typical of colleges. The originality lies in the paucity of other research focused on transformation in an FE context. The value lies in its showing that particular teaching approaches can transform students in this context.

Details

Education + Training, vol. 60 no. 6
Type: Research Article
ISSN: 0040-0912

Keywords

1 – 10 of over 10000