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Relevant bibliographies by topics / Transformative education

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Journal articles
Dissertations / Theses
Books
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Conference papers
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Academic literature on the topic 'Transformative education'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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Journal articles on the topic "Transformative education"

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Paul, L. A., and John Quiggin. "Transformative Education." Educational Theory 70, no. 5 (2020): 561–79. http://dx.doi.org/10.1111/edth.12444.

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Boyd, Robert D., and J. Gordon Myers. "Transformative education." International Journal of Lifelong Education 7, no. 4 (1988): 261–84. http://dx.doi.org/10.1080/0260137880070403.

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McWhinney, Will, and Laura Markos. "Transformative Education." Journal of Transformative Education 1, no. 1 (2003): 16–37. http://dx.doi.org/10.1177/1541344603252098.

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Sholeh, Muh ibnu sholeh, Habibur Rohman, Eko Agus Suwandi, Akhyak, Nur Efendi, and As'aril Muhajir. "Transformation Of Islamic Education: A Study Of Changes In The Transformation Of The Education Curriculum." Jurnal Pendidikan Agama Islam 20, no. 1 (2023): 39–56. http://dx.doi.org/10.14421/jpai.v20i1.6770.

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Purpose – This study aims to identify the best implementation strategies in transformative Islamic education, explore transformative Islamic education activities that can inspire transformative learning, and analyze the transformation of Islamic education in Indonesia through curriculum transformation. Design/methods/approach – This research approach uses library research. Literature studies are obtained from various sources such as scientific journals, books, seminar papers, and related publications. The paradigm of data analysis in this study includes data collection, reduction, presentation

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WEBB, REBECCA, and PERPETUA KIRBY. "Modelling Transformative Education." FORUM 61, no. 1 (2019): 89. http://dx.doi.org/10.15730/forum.2019.61.1.89.

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Hart, Tobin. "Transforming Transformative Education?" Journal of Transformative Education 13, no. 4 (2015): 287–89. http://dx.doi.org/10.1177/1541344615606537.

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Ferrer, Jorge N., Marina T. Romero, and Ramon V. Albareda. "Integral Transformative Education." Journal of Transformative Education 3, no. 4 (2005): 306–30. http://dx.doi.org/10.1177/1541344605279175.

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Glisczinski, Daniel J. "Transformative Higher Education." Journal of Transformative Education 5, no. 4 (2007): 317–28. http://dx.doi.org/10.1177/1541344607312838.

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Adkisson, Anthony C., and Catherine H. Monaghan. "Transformative Vocational Education." International Journal of Adult Vocational Education and Technology 5, no. 1 (2014): 23–34. http://dx.doi.org/10.4018/ijavet.2014010103.

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How our culture thinks about particular events as linear, normal, and expected does not always fit with the experiences of every learner, particularly underserved urban adult learners. As adult educators in this context, are there ways we might improve or change our pedagogy of instruction by developing a better understanding of transitional life moments for vocational learners. What is the role of alternative approaches to transformative learning for these learners? Specifically, what is the role of alternative approaches learning for underserved adult learners transitioning into a vocational

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Contreras, Elizabeth, and Laurie Bedford. "Transformative Nature of Graduate Education." Global Journal of Transformative Education 4, no. 1 (2024): 24–31. http://dx.doi.org/10.14434/gjte.v4i1.34388.

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Doctoral education is a complex and sometimes intimidating process. However, it is also transformative. Transformational Learning Theory, developed by Mezirow in 1991, helps to explain how graduate education is transformative through embracing education in a cognizant and reflective way. By helping students connect with the school community, their professors, and their own metacognitive process, Transformational Learning Theory helps explain the evolution students go through as they progress through doctoral programs. Written as a personal reflection on the transformative experience of doctora

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Dissertations / Theses on the topic "Transformative education"

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Yacek, Douglas W. "Transformative Education: A Philosophical Inquiry." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500072204487494.

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Edinborough, Alastair Campbell. "Exploring integral transformative education for actors." Thesis, Royal Holloway, University of London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538314.

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The aim of the thesis is to examine certain potential problems in the field of actor training, and to explore and devise means of addressing these problems. The fundamental problem addressed notes that certain forms of training, specifically training with the primary goal of teaching executive functions or skills, can lead to the creation of undifferentiated, compulsive behaviours in the student. The thesis notes that some skills-led approaches to actor training might not provide the actor with a differentiated understanding of the functional uses for the skills that they teach, or the teacher

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Goodman, Katherine Ann. "The Transformative Experience in Engineering Education." Thesis, University of Colorado at Boulder, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3743651.

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<p> This research evaluates the usefulness of transformative experience (TE) in engineering education. With TE, students 1) apply ideas from coursework to everyday experiences without prompting <i>(motivated use);</i> 2) see everyday situations through the lens of course content <i>(expanded perception);</i> and 3) value course content in new ways because it enriches everyday affective experience <i>(affective value).</i> In a three-part study, we examine how engineering educators can promote student progress toward TE and reliably measure that progress.</p><p> For the first study, we select

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Bautista, Emily Estioco. "Transformative Youth Organizing| A Decolonizing Social Movement Framework." Thesis, Loyola Marymount University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10788827.

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<p> The compounding experiences of colonial miseducation of youth of color, neoliberal policies and logics in urban communities, colonial logics that render the role of spirituality in social movements as invisible, and adultism in legal and social institutions constrain the transformative possibilities of youth agency in social movements. This study explored (a) how educators working in youth movements can build a decolonizing paradigm and practice for transformative organizing and (b) new paradigmatic interventions and theoretical directions that can help inform a transformative youth organi

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Figueroa, Sarah. "Transformative Urban Education Leaders in Los Angeles." Thesis, Loyola Marymount University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10842628.

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<p> The job of an education system-level leader in urban environments is becoming more demanding, and the environment in which they operate more complex. Filling these very critical roles with individuals who possess the right characteristics could mean the difference between success and failure at improving the educational outcomes of students who are more often than not students of color and economically disadvantaged students. </p><p> Through seven interviews, this qualitative study focused on understanding the leadership dispositions that contributed to the success of transformative urba

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Blunt-Williams, Kesha. "Students' perceptions of transformative educators." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1174664044.

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Haghighi, Saideh. "Transformational learning toward transformative leadership." Thesis, Lewis and Clark College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637058.

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<p> One of the greatest challenges our society faces is how to transform a fundamentally inequitable educational system. The societal inequities marginalized groups witness and experience on a daily basis are magnified by hegemonic educational policies and practices which produce, reproduce, and reinforce the concepts of white privilege. Developing transformative leaders is crucial given educational leadership is considered second only to teaching as an influence on students' learning. </p><p> This qualitative study examined the personal and professional growth of eight administrators and de

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West, Yvonne. "Antiracist education and teachers rhetoric or transformative possibilities? /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ27388.pdf.

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Lawson, Ronald. "Transformative reflection and reflexivity in work-based education." Thesis, University of Sunderland, 2017. http://sure.sunderland.ac.uk/7828/.

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This integrative doctoral report describes how my own experiential learning as a former practicing police investigator, artist and my current academic position in professional work-based education have been utilised to enable me to make a contribution to workbased education. To capitalise on my experience and on-going development as a critically reflexive researcher, I explored my own transformative learning through the storied accounts of key experiences, events and transitions in my professional work-based learning journey to develop a storied pedagogic approach to facilitate critical self-r

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Herseth, Todd L. "Business ethics education and Mezirow's transformative learning theory." Thesis, University of South Dakota, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10131552.

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<p> The purpose of this study was to determine if using intentional, transformational learning strategies in an undergraduate business ethics course improved the curriculum with respect to targeted, student learning outcomes. Since business schools have a social mandate to provide opportunities for ethical growth and development, improving the efficacy of business ethics education is of paramount importance. The importance of this mandate has been further highlighted in recent years by egregious instances of misconduct by business professionals whose actions have had obvious and profoundly neg

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Books on the topic "Transformative education"

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A, Tujan Antonio, and IBON Partnership in Education for Development., eds. Transformative education. IBON Partnership in Education for Development, 2004.

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Morgan, Gardner, and Kelly, Ursula Anne Margaret, 1956-, eds. Narrating transformative learning in education. Palgrave Macmillan, 2008.

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Melling, Alethea, and Ruth Pilkington, eds. Paulo Freire and Transformative Education. Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-54250-2.

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Gardner, Morgan, and Ursula A. Kelly, eds. Narrating Transformative Learning in Education. Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230610576.

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Anthony, Bradney, and Cownie Fiona, eds. Transformative visions of legal education. Blackwell Publishers, 1998.

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Johnson, Karen E., Paula R. Golombek, and Jacob Rieker. Transformative L2 Teacher Education Innovations. Routledge, 2024. http://dx.doi.org/10.4324/9781003505143.

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Syska, Alicja, Carina Buckley, Gita Sedghi, and Nicola Grayson. Transformative Practice in Higher Education. Routledge, 2025. https://doi.org/10.4324/9781003503149.

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Heath, Teresa, Mona Moufahim, and Lisa O’Malley. Towards Transformative Education in Marketing. Routledge, 2025. https://doi.org/10.4324/9781003560401.

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Bamber, Philip. Transformative Education through International Service-Learning. Routledge, 2016. http://dx.doi.org/10.4324/9781315684970.

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Osei-Kofi, Nana, Bradley Boovy, and Kali Furman. Transformative Approaches to Social Justice Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003091998.

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Book chapters on the topic "Transformative education"

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Dolan, Anne M. "Transformative education." In Teaching the Sustainable Development Goals to Young Citizens (10-16 years). Routledge, 2024. http://dx.doi.org/10.4324/9781003232001-4.

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Kim, Grace S., Roxanne A. Donovan, and Karen L. Suyemoto. "Transformative Education." In Teaching Diversity Relationally. Routledge, 2022. http://dx.doi.org/10.4324/9780429059582-3.

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Lee, Elsa, Simon Pratt-Adams, and Mark Warnes. "Transformative Education." In Introducing Interdisciplinary Modules in Higher Education. Routledge, 2025. https://doi.org/10.4324/9781003474593-4.

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Waite, Imge Akcakaya, Elif Alkay, and Sinem Becerik Altindis. "Transforming Planning Education." In Transformative Planning. Routledge, 2021. http://dx.doi.org/10.4324/9781003178545-10.

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Graham, Charlotte, and Philippe Longchamps. "Discussion and Analysis." In Transformative Education. Routledge, 2022. http://dx.doi.org/10.4324/9781003276203-5.

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Graham, Charlotte, and Philippe Longchamps. "Conclusion." In Transformative Education. Routledge, 2022. http://dx.doi.org/10.4324/9781003276203-6.

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Graham, Charlotte, and Philippe Longchamps. "Methodology." In Transformative Education. Routledge, 2022. http://dx.doi.org/10.4324/9781003276203-3.

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Graham, Charlotte, and Philippe Longchamps. "Examples and Inspiration." In Transformative Education. Routledge, 2022. http://dx.doi.org/10.4324/9781003276203-4.

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Graham, Charlotte, and Philippe Longchamps. "Definition and Scope." In Transformative Education. Routledge, 2022. http://dx.doi.org/10.4324/9781003276203-2.

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Graham, Charlotte, and Philippe Longchamps. "Introduction." In Transformative Education. Routledge, 2022. http://dx.doi.org/10.4324/9781003276203-1.

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Conference papers on the topic "Transformative education"

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Gupta, Chandra Prakash. "Transformative potential of Artificial Intelligence in Education." In 2024 15th International Conference on Computing Communication and Networking Technologies (ICCCNT). IEEE, 2024. http://dx.doi.org/10.1109/icccnt61001.2024.10725024.

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Agumba, Hellen. "FORMATIVE ASSESSMENT AS TRANSFORMATIVE BORDER PEDAGOGY IN BUSINESS STUDIES EDUCATION." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.2167.

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Wachira, Nicholas. "UNLOCKING POTENTIAL: MAKERSPACES FOR INCLUSIVE AND TRANSFORMATIVE LEARNING." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1180.

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Pierrakos, Olga, Matthew Verleger, Lulu Sun, Christine Delahanty, Nasser Alaraje, and Alice Pawley. "Designing Transformative Engineering Education Projects Towards National Science Foundation Funding Success." In 2024 IEEE Frontiers in Education Conference (FIE). IEEE, 2024. https://doi.org/10.1109/fie61694.2024.10892943.

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Bernasconi, Claudia, and Libby Balter Blume. "Transformative Pedagogies: Trajectories Towards Transformative Design Education." In 2023 ACSA/EAAE Teachers Conference. ACSA Press, 2023. http://dx.doi.org/10.35483/acsa.teach.2023.22.

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How can architectural education prompt and supportstudents to embrace architecture as a transformativeprocess towards shared understandings and a call for sharedactions? Transformative pedagogy has been defined as “alearning process that seeks to contextualise contemporaryissues as active learning instruments for pro-activeresponse” (Salama 2015, 310). In this paper, the authorswill present three trajectories for promoting transformativepedagogy that comprise a non-self-referential approachto architectural education: Othering, Complementing,and De-gendering. The authors describe each trajector

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Tse, Sze Hei. "Unleashing the Power of Social Entrepreneurship Education in Cultivating Spiritual Capital: Insights from the SEnSE Program in Hong Kong." In Tenth International Conference on Higher Education Advances. Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17314.

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This research study aims to explore the potential of Social entrepreneurship education in cultivating spiritual capital as a catalyst for empowering teenagers towards personal and societal transformation. It delves into the process through which young individuals establish meaningful connections with the transformative journey and investigates the key factors that contribute to their transformative experiences. Employing a case study approach, the "Social Entrepreneurship and School Education Program" (SEnSE Program) implemented in Hong Kong from 2014 to 2020 serves as the primary case under i

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Jones, Kristin. "From Critical to Transformative Pedagogy in Architectural Education." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.21.

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Transformative pedagogy is a contemporary educational ideal intended to actively promote the transformation of the life and inner perception of the learner and his/her community. It emerged at the dawn of the 21st century from a line of counter-hegemonic thought that has been called emancipatory, liberal, radical or critical in the effort to chart a new direction for post-industrial education. This paper addresses the struggle of architectural education to maintain its aim as an emancipatory practice within an ever-evolving disciplinary culture.

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D'Itria, Erminia, and Federica Vacca. "Fashion Design for Sustainability. A transformative challenge across the European fashion education system." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13029.

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Today, we are witnessing the effects that the COVID-19 pandemic has had, and is still having, on social, economic and cultural life worldwide. In particular, the educational dimension has seen the regular operating of schools altered, with an indeterminate closure of educational institutions, as well as the impossibility to perform face-to-face lectures, and their transposition to digital platforms (Sà et Serpa, 2020). These difficult conditions can be a moment of opportunity to accelerate a process of digital transformation that was beginning to shift in higher education institutions (HEIs).

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McAndrew, Patrick, Stamatina Anastopoulou, and Eileen Scanlon. "Transformative approaches in distance online education." In L@S '18: Fifth (2018) ACM Conference on Learning @ Scale. ACM, 2018. http://dx.doi.org/10.1145/3231644.3232261.

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Pey, K. L., Lucienne Blessing, and Bige Tuncer. "A transformative engineering and architecture education." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9273942.

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Reports on the topic "Transformative education"

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Valdivia-Vizarreta, Paloma, and Johana Evelyn Montalvan Castilla. Flexibility and Playful Learning as Strategies for a Transformative Pedagogy in Higher Education. University of Stavanger, 2024. http://dx.doi.org/10.31265/usps.295.

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This essay explores how flexibility and playful learning address the current challenges in higher education, aligned with the principles of transformative pedagogy. This pedagogical approach views the university as an inclusive and adaptable space, where teaching aligns with students’ realities and needs, promoting accessibility, engagement, and holistic development. Flexibility enables students to manage their learning in a personalised manner, adapting to their individual paces, schedules, and environments (whether in-person or virtual), fostering autonomy and a better balance between person

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Arias Ortiz, Elena, Nicolás Castro, Tatiana Forero, et al. AI and Education: Building the Future Through Digital Transformation. Inter-American Development Bank, 2025. https://doi.org/10.18235/0013500.

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For decades, technology has been promoted as a solution to educational challenges in Latin America and the Caribbean, with early enthusiasm suggesting that digital tools could revolutionize access and learnings. However, real-world implementation has revealed mixed results, with a lack of pedagogical integration and infrastructure hindering their impact. As artificial intelligence (AI) emerges as the next frontier in education, the digital transformation of education presents both opportunities and risks. This tension raises an urgent question: can AI become the transformative force it promise

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Ahsan, Samira, and Wahid bin Ahsan. Improving Adolescent Girls’ Well-Being Through Gender-Sensitive Sanitation in Suburban Bangladeshi Schools. Userhub, 2023. http://dx.doi.org/10.58947/rtjw-pfvs.

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In Bangladesh’s evolving educational sector, gender-responsive facilities remain notably deficient, especially in suburban schools. This qualitative study investigates the multi-layered challenges faced by adolescent girls due to inadequate gender-sensitive sanitation amenities in suburban educational institutions of Bangladesh. Participants include female students, educators, parents, and representatives from NGOs, thereby offering a comprehensive stakeholder perspective. The research illuminates the intersecting influences of sociocultural norms and infrastructural shortcomings on the educat

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Brueckner, Marcus. : Transformative Effects of Rural Connectivity: Innovations and Institutional Strengthening in Five Indian States. Asian Development Bank, 2024. http://dx.doi.org/10.22617/tcs240465-2.

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This report assesses how Indian ADB-backed projects to construct and upgrade some 45,000 km of rural roads are improving connectivity, opening socioeconomic opportunities, and transforming communities. The report shows how cost-effective, climate resilient road designs are being integrated into India’s flagship rural roads program Pradhan Mantri Gram Sadhak Yojana (PMGSY) and underscores the advantages of a more decentralized approach and operational reforms. It highlights how the better health and education outcomes and increased women’s employment generated by the projects are helping reduce

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Singh, Priyadarshini. Ideas, Policies and Practices: Tracing the Evolution of Elementary Education Reform in India since 1975s. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-2023/pe05.

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This study examines four key reform policies and programs of the Indian education system: DPEP (1994), SSA (2000), RTE (2010) and NEP (2020). Each of these has a rich and nuanced body of research to which our study contributes a unique tracing of the key ideas, debates, and stakeholders. This longue durée of reform will shed light on the histories of current reform options and if they will indeed meet the call of the times to address the learning crisis. We use the political settlements approach to understand the contestation of ideas and actors which finally determine the policy design and th

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Desk, Front. Report on Technology-Enabled Learning Competency Framework for Teachers in Zambia. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5458.

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The Report on Technology-Enabled Learning Competency Framework for Teachers in Zambia addresses the imperative of adapting to 21st-century education demands. Amidst the rise of technology-driven learning environments, this framework emerges as a response to evolving pedagogical landscapes. Acknowledging ICT's transformative potential in education, Zambia's Ministry of General Education seeks innovation through technology-enabled learning. Yet, teacher competencies in this realm remain uneven. The Teaching Council of Zambia intervenes to uplift teachers' continuous professional development thro

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Moawad, Lise, and Cornelia Schendzielorz. Transformative R&I policies and their norm(alis)ing effect of societal impact. Fteval - Austrian Platform for Research and Technology Policy Evaluation, 2022. http://dx.doi.org/10.22163/fteval.2022.545.

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In 2014, UK higher education institutions implemented a new system for assessing the quality of research, the Research Excellence Framework (REF) and took the opportunity to introduce "impact beyond academia" as a 'new' assessment criterion. Transformation and innovation-oriented R&I policy are roughly similar in Norway and the Netherlands regarding underlying ideas as well as timing. In occasion of this convergence this article tackles the discursive and performative construction of “societal impact” as a metamorphic constantly changing, transforming, and evolving criterion. Using data fr

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Parker, Rachel, Amy Berry, Payal Goundar, and Karena Menzie-Ballantyne. ACER-APCEIU Global Citizenship Education Monitoring Toolkit: For teachers, schools, and system leaders. Australian Council for Educational Research and Asia-Pacific Centre of Education for International Understanding (APCEIU) under the auspices of UNESCO, 2024. http://dx.doi.org/10.37517/978-1-74286-773-1.

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At a time of escalating global unrest and insecurity, together with increasing global interdependence, interest in Global citizenship education (GCED) as a transformative pedagogy for peace, human rights, and sustainable development, has never been greater. Educators, school leaders and policy makers can play an important role in supporting young people to gain the knowledge and skills needed to engage with the global issues of our time, which are frequently described as volatile, uncertain, complex and ambiguous (Berinato, 2014). The APCEIU-ACER GCED Monitoring Toolkit was developed to assist

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McLean, Christine Lynn. "STREAM" Laboratory School for the Early Years. Inter-American Development Bank, 2024. http://dx.doi.org/10.18235/0013091.

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The Inter-American Development Bank (IDB) financed a project to establish a STREAM Laboratory School at the Maria Gall Hill ECD Center in Barbados, in collaboration with the Erdiston Teacher Training College. This initiative aimed to enhance early childhood education in Science, Technology, Reading, Engineering, Arts, and Mathematics (STREAM) through play-based learning. The report details the implementation process, including the development of a STREAM-focused curriculum, professional development for educators, and the integration of innovative play-based methodologies. It highlights the suc

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Ambekar, Neelima, Divya Jain, Vishal Patel, Arvind Sakat, Abhishek Shah, and Nagma Shah. Exploring Education's Role in Sustainable Urbanisation through PUKAR's Youth Fellowship Program. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1707.2024.

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This research explores the potential of the Youth Fellowship Program (YFP) as a supplementary urban educational intervention to formal higher education. The findings highlight the significance of the YFP as a crucial element in enabling research-oriented, problem-focused and action-oriented urban education. Such an approach complements formal urban higher education and addresses existing gaps, making contemporary urban education more responsive to the challenges faced in urban settings. Firstly, the programme recognises critical gaps in the contemporary higher education curriculum, ensuring th

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