Journal articles: 'Transformative education'

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Paul, L. A., and John Quiggin. "Transformative Education." Educational Theory 70, no. 5 (October 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 (October 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 (January 2003): 16–37. http://dx.doi.org/10.1177/1541344603252098.

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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 (October 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 (October 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 (October 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 (January 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 education classroom, after years of disengagement with formal learning institutions with the need to update their technology skills? In this article, we discuss the need to use alternative conceptions of transformative learning to understand vocational learners as they make decisions to participate in vocational education programs. We explore the key issues for adult educators including implications for practice and research.

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Ringsted, Charlotte. "Transformative thinkers needed for transformative postgraduate education." Medical Teacher 36, no. 2 (January 29, 2014): 95–96. http://dx.doi.org/10.3109/0142159x.2014.872234.

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Lange, Elizabeth A. "Transforming Transformative Education Through Ontologies of Relationality." Journal of Transformative Education 16, no. 4 (July 24, 2018): 280–301. http://dx.doi.org/10.1177/1541344618786452.

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It has been charged that transformative learning theory is stagnating; however, theoretical insights from relational ontologies offer significant possibilities for revitalizing the field. Quantum physics has led to a deep revision in our understanding of the universe moving away from the materialism and mechanism of classical physics. Some scientists observe that this shifting view of reality is catalyzing a profound cultural transformation. They have also noted significant intersections between the New Science and North American Indigenous philosophies as well as Eastern mysticism, all relational ontologies. These intersections as well as the theory of agential realism of Karen Barad, feminist physicist, are used to propose a next generation of transformative learning theory, one that is embedded in ontologies of relationality. The author came to relational ontology through environmental and sustainability education. This fruitful cross-fertilization helps illuminate a transformative approach to sustainability education or transformative sustainability education—which has not yet been explicitly theorized. Relationality demands an ethical, ontological, and epistemological transformation. The six criteria that emerge in the overlap between quantum physics, living systems theory from ecology, and Indigenous philosophies can reframe our understandings of transformative education, particularly toward socially just and regenerative cultures, completing the work of unfinished justice and climate movements. Pertinent to adult educators, Naomi Klein (2014) asks, “History knocked on your door, did you answer?” (p. 466).

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de Klerk, Edwin Darrell, and Natalie Smith. "Transformative Intervention Strategies for Teacher Leaders During the Pandemic and Beyond." International Journal of Learning, Teaching and Educational Research 20, no. 9 (September 30, 2021): 52–67. http://dx.doi.org/10.26803/ijlter.20.9.4.

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The Covid-19 pandemic has created an unparalleled catastrophe with significant challenges for leadership in schools all over the world. The efforts that schools have put in place for training and preparing for teachers prior to Covid-19 seem to be out of step, thus requiring a reimaging and significant transformation to remain relevant for aspiring teacher leaders. This conceptual paper aims at providing transformative intervention strategies (TIS) to empower teachers to become leaders during Covid-19. Having applied transformative leadership theory and integrative literature review (ILR) as method, this paper suggests that teachers should start with transformative listening and learning, whilst taking advantage of opportunities to be empowered to become leaders. To empower teachers to become leaders during the pandemic and beyond, prospective teacher leaders should embrace opportunities which might come from adjustments and which may enable them to better understand the reasons for transformation. As such, this paper aims to provide transformative intervention strategies to empower teachers to use opportunities afforded to them to become leaders in their schools amid the pandemic and beyond. TIS may assist schools in cultivating an environment where teachers actively work together to display transformative emotional intelligence, transformative autonomy and transformative inclusive leadership. The finding revealed that, if purposefully implemented, TIS may encourage teachers to see the value in growth towards leadership, making the process of transformation in schools that much easier.

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Souza, Alicia, and Amy Leung. "Transformative Leadership in Education." Journal of Transformative Leadership & Policy Studies 8, no. 2 (January 21, 2020): 88–91. http://dx.doi.org/10.36851/jtlps.v8i2.2272.

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Yacek, Douglas W. "Should education be transformative?" Journal of Moral Education 49, no. 2 (April 26, 2019): 257–74. http://dx.doi.org/10.1080/03057240.2019.1589434.

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Kovacs, Helena. "Change, Challenge, Transformation: A Qualitative Inquiry into Transformative Teacher Learning." Center for Educational Policy Studies Journal 8, no. 3 (September 28, 2018): 99. http://dx.doi.org/10.26529/cepsj.510.

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In its essence, transformative learning is a dynamic and ever-emerging process, according to the core literature that deals with it. As such, when examined from the perspective of teacher professional development, transformative learning ceases being solely related to an individual and becomes a composition within which the individual creates and expands forms that need change. Thus, teacher learning that focuses only on new technology, methodology, and classroom management remains informative and valuable, but without a transformative character. This paper explores the underpinning principles of transformative learning by observing the notions of transformative change from the perspective of two non-traditional schools: one in Hungary and the other in Portugal. As such, the analysis and conclusions are formed using the data collectedthrough a qualitative inquiry of teachers and principals from the two selected schools. The results suggest that teacher transformative learning in the two specific settings is intimately related to the awareness and needof change in education provisions, as well as with the challenges that this change brings. The gathered insights pave a way to a better understanding of the intricate and delicate tapestry of teacher learning in occasions inwhich it embraces an everlasting reflective and transformative character.

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Carlsson, Monica. "Transformative expectations in research on environmental and sustainability education." Outlines. Critical Practice Studies 22 (October 2, 2021): 230–64. http://dx.doi.org/10.7146/ocps.v22i.127994.

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While education in general is seen as a crucial means for creating social change and transformation, environmental and sustainability education (ESE) is especially subject to transformative expectations in tackling escalating societal problems such as the lack of sustainable development. This article explores how ESE research addresses transformative expectations and justifies the knowledge it produces and its methods. It first explores examples of this within three different categories focusing on: transformative teaching in higher education, systemic transformative change in higher education institutions, and transformative change agency formation in community settings. Thereafter follows a discussion of the interfaces between the examples when it comes to their ontological, epistemological and methodological stances. The analysis illustrates different ways of conceptualizing transformative expectations, drawing on terms such as ‘rethinking’, ‘revitalizing’, ‘disrupting’, ‘reframing’ and ‘transgressing’. It furthermore highlights two different foundations for methodological justifications in ESE research addressing transformative expectations: working for change within existing social frameworks (adaptation), or seeking improvement by transgressing norms (disruption). It is pointing out that such methodological justifications are likely to differ in terms of how they address change depending on whether the research is conducted within or outside formal education settings.

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Hodge, Steven. "Transformative Learning for Knowledge: From Meaning Perspectives to Threshold Concepts." Journal of Transformative Education 17, no. 2 (April 16, 2018): 133–53. http://dx.doi.org/10.1177/1541344618770030.

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Mainstream transformative learning emphasizes personally significant learning and liberation from limited ways of being in the world. Reflecting humanistic and emancipatory philosophical commitments, this emphasis can make it difficult to appreciate the transformative potential of learning for and by knowledge, a type of transformation adults can experience in the process of learning occupations and disciplines. The analysis presented in this article is prompted by a small, qualitative study of transformative learning that highlights the role occupational knowledge can play in triggering and bestowing meaning upon personal change. While mainstream transformation theory illuminates aspects of this learning, the alternative theory of “threshold concepts” accounts for the part played by formal knowledge. It is argued that transformation theory can be enhanced by threshold concepts theory when it is shown that the transformative potential of formal knowledge can be viewed as consistent with humanist and emancipatory principles.

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Lang-Wojtasik, Gregor. "Transformative cosmopolitan education and Gandhi's relevance today." International Journal of Development Education and Global Learning 10, no. 1 (June 28, 2018): 72–89. http://dx.doi.org/10.18546/ijdegl.10.1.06.

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The understanding of transformative education in this article is based on the principles and practice of global learning. Globalization is understood as a transformative process creating challenges for society, human beings and education. Global learning, framed within sustainability and justice, is understood as a way of handling the transformative challenges of a world society. It is embedded in processes of European history. In this way, it is possible to see global learning as world societal literacy that goes beyond reading and writing, and to understand it as another level of enlightenment. To do so, I refer to the social, philosophical and educational ideas of M. K. Gandhi, also known as Mahatma ('great soul') (1869–1948), which still create a basis for reformoriented concepts of basic education, literacy and sociopolitical literacy in India today. These are historical concepts concerning transformation of the self and education as a means of handling transformative societies beyond an existing understanding of Western civilization in a systematic way. The concluding concept of transformative cosmopolitan education presents World Nai Talim as a basis for an enlightenment that is equally applicable to both the Global South and North.

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Chua, Sebastian. "Transformative thinking, transformative doing." Journal of Public Procurement 17, no. 3 (April 1, 2017): 373–401. http://dx.doi.org/10.1108/jopp-17-03-2017-b004.

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In recent years, Health Promotion Board (HPB) has made a strategic shift from a traditional health education approach to an eco-systemic approach in health promotion, where the Board engages and harnesses the collective power of the 3 Ps (People, Private, and Public). The procuring of core services is a key enabler to support HPB's focus areas in tobacco control, mental well-being, health screening, obesity prevention, nutrition, dietetic services, chronic disease education, etc. In tandem with the Board's strategic shift, the procurement function has taken on strategic importance and is now functioning as an independent department, reporting to HPB's CEO. Fundamentally, HPB Procurement Department has changed the way it interacts with the business as it stands by the belief that the real procurement value goes beyond compliance (Caldwell & Howard, 2010). “Proper”, “simpler”, “faster”, “closer” and “cheaper” are now its mantra for procurement excellence. The objective of this paper is to highlight the transformation journey that HPB's Procurement Department undertook to deliver the results, impact and value to the stakeholders.

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Yazdani, Naveed, Hassan Sohaib Murad, and Aleena Shuja. "Wholistic Management Education (WME): Theorizing the Contextualized Applicability of Transformative Learning in Management Education Discourse." Sukkur IBA Journal of Management and Business 4, no. 1 (May 8, 2017): 42. http://dx.doi.org/10.30537/sijmb.v4i1.103.

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Traditional management education discourse is in crisis. It does not prepare students to face real world complexities and challenges because it is devoid of context and historicity and localness. It focuses narrowly on the means and not ends of managing and organizing. To address these glaring and gaping fissures between concepts and reality. This paper utilizes Mezirow’s theory of transformative learning approach in management education so that the future managers are on course for individual transformation. Later developments in the transformative learning theory connecting it with extra-rational thinking, multiple ways of knowing and critically evaluating social dynamics are also incorporated so that the individual transformation leads to more broader collective transformation. The discursive interplay between texts, actions and discourses are captured in the proposed Wholistic Management Education (WME) model. The model’s validity and its relation with Discourse Analysis and Critical Discourse Analysis are briefly discussed along with future research directions.

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Nasukah, Binti, and Endah Winarti. "Teori Transformasi dan Implikasinya pada Pengelolaan Lembaga Pendidikan Islam." Southeast Asian Journal of Islamic Education Management 2, no. 2 (July 18, 2021): 177–90. http://dx.doi.org/10.21154/sajiem.v2i2.43.

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The purpose of articles is to discuss the emergence of the theory of transformation in education, and its implication for Islamic educational management. Departing from the challenges and demands of the need to generating heredity who are creative, innovative, productive and able to contribute to building society, to form a better world civilization, the administration of education requires a new perspective — that is, a transformative perspective. Using this type of literature review research, it was found that the transformative perspective in education was introduced by Mezirow in his theory of transformative learning. Through this theory, the theory of transformative learning develops towards the theory of transformative education in the context of facing globalization and the development of the 21st century. The implication for Islamic educational institutions is the need to focus on quality to become transformative educational institutions.

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Pransiska, Toni. "PENDIDIKAN ISLAM TRANSFORMATIF SYEIKH NAWAWI AL-BANTANI: UPAYA MEWUJUDKAN GENERASI RELIGIUS-SAINTIFIK." Jurnal Ilmiah Didaktika 18, no. 2 (July 16, 2018): 172. http://dx.doi.org/10.22373/jid.v18i2.3241.

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This article tries to explore the new paradigms of Islamic education. Islamic education transformative on Syekh Nawawi’s perspektive can be an alternative solution to the problems of the state and education in particular. In fact, Islamic educational transformative is the accumulation of the process of transfer of knowledge, transfer of values, transfer of methodology and transformation. Integration of religion sciences (‘ulumuddin) and natural sciences or humanities sciences is a priority in Islamic education transformative. There is no dichotomy and scientific specialization. Ultimately, through this transformative Islamic education can produce output which has a religious personality and competence of science as well. The expectation is the realization of the scientific-religious generation. Become a religionist-scientific and a saintists-religionist.

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Meerts-Brandsma, Lisa, and Jim Sibthorp. "Considering Transformative Learning for Adolescents Enrolled at Semester Schools." Journal of Transformative Education 19, no. 1 (July 6, 2020): 7–28. http://dx.doi.org/10.1177/1541344620936779.

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This study examines semester schools, which have elements associated with transformative learning, and an adolescent population, where transformative learning has less commonly been studied. We administered the Learning Activities Survey pre/post semester ( n = 173) and followed the survey with semistructured interviews ( n = 30) to assess whether students experienced Mezirow’s stages of transformative learning and achieved perspective transformation. Our results suggest that adolescents experience the stages of transformative learning more frequently at semester schools than at their originating schools. However, while students said they achieved perspective transformation on the surveys, interviews revealed that the outcome might better be described as a cycle of identity formation. Students said that the relationships with teachers and students, time for reflection, and the structure of the semester were important to their learning. Specifically, a supportive but challenging environment provided content that they reflected on to gain insight into their values and beliefs.

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Asikainen, Eveliina, and Annukka Tapani. "Exploring the Connections of Education for Sustainable Development and Entrepreneurial Education—A Case Study of Vocational Teacher Education in Finland." Sustainability 13, no. 21 (October 27, 2021): 11887. http://dx.doi.org/10.3390/su132111887.

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Education for Sustainable Development (ESD) and Entrepreneurial Education (EE) are quite abstract and demanding concepts for teacher students. Yet, Key Sustainability Competences and Entrepreneurial Competences entail important qualities of future citizens and workers, and teacher students should become prepared to accommodate education for these competencies in their teaching practice. This paper explores teacher students’ process of sense-making of sustainable development and how becoming a teacher who practices ESD connects with entrepreneurship. EE serves as a good mirroring surface to ESD as they both have their roots in Transformative Learning (TL) but pursue transformation towards different goals. The case study follows the vocational teacher education (VTE) students’ sensemaking of Sustainable Development as a part of teacher’s work during one semester which included integrated Thematic Studies of Sustainable Development. The qualitative content analysis of students’ texts focused on signs of transformative learning and was guided by the dimensions of sustainable development and learning goals set for teacher’s sustainability competences in the VTE curriculum. The results indicate that transformative learning is possible. Furthermore, they address the importance of certain entrepreneurial capabilities in the actualization of change agency.

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Gurung, Sikha. "Transformation Through Transformative Education: From an Egg to a New Butterfly." Journal of Education and Research 7, no. 2 (October 4, 2018): 70–73. http://dx.doi.org/10.3126/jer.v7i2.21248.

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This reflective note is a response to the first international Conference on Transformative Education Research and Sustainable Development that took place in Dhulikhel, Nepal, in October 2016. In this reflective note, I begin by pondering on what makes a novice academic creative and transformative. Then, I deal with the conference atmosphere, contemplate how it connects close to my heart, and finally conclude with my realisation of transformation inside. I particularly reflect on my experiences of being a volunteer to help the scholars from various parts of the world; a rapporteur to witness various talk presentations and report on them; and a participant to attend and learn from some exemplary reports and presentations – all centred at transformative education.

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Curren, Randall. "Transformative Valuing." Educational Theory 70, no. 5 (October 2020): 581–601. http://dx.doi.org/10.1111/edth.12445.

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Newman, Michael. "Transformative Learning." Adult Education Quarterly 64, no. 4 (July 23, 2014): 345–55. http://dx.doi.org/10.1177/0741713614543173.

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The author finds himself rereading an article he wrote several years ago, in which he questioned transformative learning. He recalls some of his reasons for writing the article, and considers his present position. He reflects on the understanding of consciousness that underlies much of the literature on transformative learning, and compares it with his own understanding. He ends by speculating on the purpose of adult education.

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Babacan, Alperhan, and Hurriyet Babacan. "A transformative approach to work integrated learning in legal education." Education + Training 57, no. 2 (March 16, 2015): 170–83. http://dx.doi.org/10.1108/et-07-2013-0098.

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Purpose – The purpose of this paper is to discuss the current context, scope and problems in the provision of work-integrated learning (WIL) in legal education and how the adoption transformative pedagogies in WIL which is offered in legal education can foster personal and social transformation in addition to enhancing lawyering skills. The paper draws on learning from Australia, England and the USA. Design/methodology/approach – The backdrop of this conceptual paper is WIL and transformative education. The text begins with a critique of existing WIL frameworks and practices in legal education in Australia, England and the USA. This exposes a focus on skills enhancement at the expense of social and personal transformation. Drawing on transformative learning, the paper proposes practices which can be used in WIL offered in legal education to enhance personal and social transformation. Findings – There is very little literature on how legal education and WIL in legal education can enhance personal and social transformation. Tensions continue to exist between the predominant aim of instilling the legal skills necessary to ensure that graduates are prepared for legal practice through WIL programmes and between the need to simultaneously enhance critical consciousness and social transformation necessary for active participation in social and professional life. Research limitations/implications – More research is required on the best manner in which the ideals and practices of emancipatory education can be installed within WIL programmes so as to successfully reduce the tensions between the instilling of legal skills required to practice law and the need to train students to be holistic, critical and constructive thinkers. Practical implications – The suggestions made in this paper provide a framework to adopt critical pedagogies in the provision of WIL in legal education. The theoeretical and practice-based suggestions presented in this paper are also relevant to other professional disciplines where personal transformation is desired. Originality/value – The literature on legal education predominantly focuses on enhancing lawyering skills and competencies and there is an absence of the utilisation of transformative pedagogies in legal education generally and WIL offered in legal education. Drawing predominantly on the literature and practices relating to legal education in Australia and incorporating comparative insights from England and the USA, the paper contributes to the broader literature on transformative learning. Most significantly, the paper contributes specifically to the use of transformative pedagogies in WIL offered in legal education through the suggestion of practices relating to critical reflection and dialogue which are not commonly used in legal education.

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Chang, Ching-Wen. "The Mandala Model of Transformative Learning." Journal of Transformative Education 19, no. 3 (February 2, 2021): 218–40. http://dx.doi.org/10.1177/1541344620986541.

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Transformative learning theory has provided a sound theoretical base for adult education’s Western and Eastern academic field. This article aims to introduce the mandala model of transformative learning by transferring Mezirow’s theory of perspective transformation onto a mandala map. In the mandala model, the learning agent exercises two capabilities—knowledgeability and reflexivity—to solve and pose problems in learning contexts. The learners accomplish the circle of transformative learning through the four phases of acquiring knowledge, taking actions to praxes, and generating wisdom; they are on the way to fulfill transformative learning. The theoretical model of transformative learning postulates to implement learners’ capabilities and manifest the dynamics of generative mechanisms. Moreover, it postulates to integrate knowledge into personal life and societal situations through actions and praxes and elucidate wisdom and beneficial outcomes in the intrapersonal and interpersonal contexts.

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Landry-Meyer, Laura, Su Yun Bae, John Zibbel, Susan Peet, and Deborah G. Wooldridge. "Transformative Learning." International Journal of Adult Vocational Education and Technology 10, no. 4 (October 2019): 1–15. http://dx.doi.org/10.4018/ijavet.2019100101.

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The aim of this article is to connect transformative learning theory with the practice of teaching in higher education. Connecting theory to effective active learning pedagogy is good practice in teaching adults, andragogy. Using transformative learning theory as a guide, this article describes the historical evolution of transformative learning theory and describes specific application in higher education using Chickering and Gamson's principles of undergraduate education. The discussion of teaching and learning examples from face-to-face, online, service-learning, and short-term study abroad contexts provide the reader with concrete applications.

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Dolgaya, A. A., and O. V. Kovbasyuk. "Transformative education: raising entrepreneurial spirit." Russian Journal of Innovation Economics 10, no. 2 (2020): 663–72. http://dx.doi.org/10.18334/vinec.10.2.100915.

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Tolgfors, Björn. "Transformative assessment in physical education." European Physical Education Review 25, no. 4 (November 28, 2018): 1211–25. http://dx.doi.org/10.1177/1356336x18814863.

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This article focuses on assessment processes in the school subject of physical education (PE). Inspired by Torrance, the overarching research question is: ‘What might assessment involve if it focuses on the development and identification of collective understanding, collaboratively produced through educational experiences?’ The purpose of the study is to illustrate what characterises transformative assessment and show how it can be addressed in PE practice. A combination of group interviews with teachers, lesson observations and individual interviews with students and teachers was used to gather the empirical material. The analysis was based on three aspects of transformative assessment: responsibilisation; subjectification; and collaboration. Three empirical illustrations show what transformative assessment might involve in relation to learning tasks such as: the training log; the group choreography; and the case of exercise physiology. The views presented in this article contribute to the knowledge about the field in the following ways. First, the illustrations show that the ‘whats’, ‘hows’, ‘whoms’ and ‘whys’ in the assessment practice are often negotiable, which prevents a simplified understanding of the four aspects of assessment literacy: comprehension; application; interpretation; and critical engagement. Second, the notion of transformative assessment could hinder a reductive use of assessment for learning and promote collaborative learning and social justice in today’s heterogeneous PE practices.

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Wasserman, H. "Journalism education as transformative praxis." Ecquid Novi: African Journalism Studies 26, no. 2 (January 1, 2005): 159–74. http://dx.doi.org/10.3368/ajs.26.2.159.

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Greenhill, Jenenne, Janet Noreen Richards, Sarah Mahoney, Narelle Campbell, and Lucie Walters. "Transformative Learning in Medical Education." Journal of Transformative Education 16, no. 1 (August 31, 2017): 58–75. http://dx.doi.org/10.1177/1541344617715710.

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This longitudinal study followed the clinical learning journey of 20 medical students over 4 years, from the beginning of their clinical immersion, through one of the three different clinical placement models: block rotation, longitudinal integrated clerkship, or community- and hospital-integrated learning, and then into Year 4 and the intern year postgraduation. This study explored how these different contexts can influence the process of transformative learning. The results identified six well-defined changes to their ways of seeing the world which participants described as insights shaped by their clinical training. These themes were self-awareness, patient centeredness, systems thinking, self-care, clinical skepticism, and understanding diversity. Further analysis explored how changes in worldview can be instrumental, communicative, and emancipatory. This study demonstrates that context matters and that longitudinal models of clinical education may facilitate emancipatory learning.

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Brookfield, Stephen. "The Praxis of Transformative Education." Journal of Transformative Education 1, no. 3 (July 2003): 212–26. http://dx.doi.org/10.1177/1541344603001003003.

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Markos, Laura. "The Web of Transformative Education." Journal of Transformative Education 2, no. 1 (January 2004): 47–62. http://dx.doi.org/10.1177/1541344603259312.

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McWhinney, Will. "The Practice of Transformative Education." Journal of Transformative Education 2, no. 3 (July 2004): 215–18. http://dx.doi.org/10.1177/1541344604265385.

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Curry-Stevens, Ann. "New Forms of Transformative Education." Journal of Transformative Education 5, no. 1 (January 2007): 33–58. http://dx.doi.org/10.1177/1541344607299394.

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van Oord, Lodewijk. "Towards transformative leadership in education." International Journal of Leadership in Education 16, no. 4 (October 2013): 419–34. http://dx.doi.org/10.1080/13603124.2013.776116.

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Wasserman, Herman. "Journalism education as transformative praxis." Ecquid Novi: African Journalism Studies 26, no. 2 (January 2005): 159–74. http://dx.doi.org/10.1080/02560054.2005.9653328.

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Munger, Mary Heather, Mary Murray, Meighan Richardson, and Alex Claussen. "Transformative Learning in Teacher Education." International Journal of Adult Vocational Education and Technology 9, no. 4 (October 2018): 54–64. http://dx.doi.org/10.4018/ijavet.2018100105.

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This article describes a partnership between teacher education candidates in a small, rural, private university and students in a large, public, urban junior/ senior high school. This partnership utilized technology and used a Literature as a Bridge (LAAB) program to foster discussions designed to be vehicles of learning for all participants. The objectives of this program were to 1) have urban youth see higher education as an option for their future by giving them experience with college students, college expectations, and a college campus, 2) increase cultural competence by providing opportunities for teacher candidates to work with culturally and ethnically diverse students with experiences different from their own, and 3) allow literature to be a vehicle to bridge diverse groups. The dynamic relationship between teacher candidate and high school students set the stage for transformational learning for both the teacher candidates and the junior/senior high school students.

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Baker, Kelly J. "The Transformative Power of Education." Women in Higher Education 28, no. 10 (September 29, 2019): 8–15. http://dx.doi.org/10.1002/whe.20765.

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García-González, Esther, Silvia Albareda-Tiana, Carmen Solís-Espallargas, and Rocío Jiménez-Fontana. "Transformative Education for Sustainable Consumption." Trends in Higher Education 1, no. 1 (November 18, 2022): 1–15. http://dx.doi.org/10.3390/higheredu1010001.

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Teachers play a key role in the construction of a more equal, fairer and sustainable world. Incorporating education for sustainable consumption into teacher training should therefore be a priority. This education should aim to develop students’ awareness of environmental issues, to encourage lifestyle changes, and to promote reducing their personal ecological footprint (EF). Training processes will hence lead to active learning approaches promoting critical thinking about production and consumption patterns, linking the curriculum content to real life, and involving students in activities that reduce their EF. This paper presents research carried out at three Spanish faculties of education. The main goal is to analyse the relationship between active teaching and learning strategies, and the reduction of the students’ individual EF. Pre- and post-test questionnaires were used to collect data. A total of 93 primary education degree students took part in this study. The results show the students’ individual EF decreased at the end of the learning processes. This proves that active teaching and learning strategies can foster sustainable consumption habits, and more sustainable lifestyles in general, in student teachers.

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Coronel-Molina, Serafín M., and Michael T. Ndemanu. "Transformative Education from Multiple Perspectives: Second Volume of the Global Journal of Transformative Education." Global Journal of Transformative Education 2, no. 1 (December 29, 2020): 1–3. http://dx.doi.org/10.14434/gjte.v2i1.31758.

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Rocks, Eddie, and Peter Lavender. "Exploring transformative journeys through a higher education programme in a further education college." Education + Training 60, no. 6 (July 9, 2018): 584–95. http://dx.doi.org/10.1108/et-02-2018-0047.

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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.

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Lavrysh, Yuliana. "Transformative Learning as a Factor of Lifelong Learning by the Example of Vocational Education in Canada." Comparative Professional Pedagogy 5, no. 4 (December 1, 2015): 62–67. http://dx.doi.org/10.1515/rpp-2015-0067.

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Abstract The characteristics of transformative learning as a factor of life-long learning have been presented in the article. The paper offers analysis of foreign theorists and practitioners’ views on transformative learning at Canadian universities. A special attention has been paid to the exploration of transformative learning methods and techniques implemented during vocational training at universities. The analysis of theoretical background evidences that the transformative learning concept is based on the theory of person’s transformations depending on the life experience, cognitive development and critical reflection skills. The significance of transformative learning concepts implementation into Ukrainian educational process has been substantiated. The main principles of transformative learning have been described (education, science and manufacture integration, selfrealization through values and assumption transformation, focus on dialogue and critical self-reflection). The key elements of transformative learning have been determined, namely, disoriented dilemma, critical reflection and rational discourse. The importance of nonformal and non-linear educational techniques implementation has been proved.

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Safari, Parvin. "Proletarianization of English Language Teaching: Iranian EFL teachers and their alternative role as transformative intellectuals." Policy Futures in Education 15, no. 1 (December 13, 2016): 74–99. http://dx.doi.org/10.1177/1478210316681203.

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In the field of English Language Teaching (ELT), attention has been shifted toward the alternative role of teachers as transformative intellectuals whereby transformation in teaching occurs from control and technical operations to criticism and intellectual reflection. This role enables teachers to focus on marginalized students’ lived experiences and worlds to transform them into active and critical citizens who are emancipated to develop their voices and question the status quo. Through critically examining the learning milieu that maintains injustice and inequality, students struggle to connect it to sociopolitical conditions in wider society, and eventually transform it to meet the desired ideologies and thinking. This paper attempts to scrutinize teachers’ role as transformative intellectuals and their challenges through the transformation process. Thus, the researcher used purposive sampling to select 26 teachers in four private language institutes of Tehran, Shiraz, and Yazd, Iran to adopt the role of transformative intellectuals based on theoretical principles and concepts of critical pedagogy. Semi-structured interview and an online focus group were used to collect data. Data analysis disclosed transformations and benefits as well as the challenges resulting from teachers becoming transformative intellectuals. The fruitful findings of this study are insightful, since this study is an example to show how language teachers can create transformation in the EFL context, change their fossilized role, and empower oppressed students within the institutionalized and oppressive system of schooling.

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Brown, Eleanor J. "Fair-Minded Critical Thinking in Development Education: Reflections on pedagogies for transformation." International Journal of Development Education and Global Learning 6, no. 1 (April 24, 2014): 5–25. http://dx.doi.org/10.18546/ijdegl.06.1.02.

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This article discusses research with development education practitioners in Britain and Spain, to explore their conceptions of pedagogical approaches to development education and how these relate to transformative learning theory. Development education is a process designed to generate informed action, which implies the objective of transformation through learning. By considering two key concepts of transformative learning theory – critical reflection and dialogue – the aim of this article is to analyse how practitioners understand and facilitate these through development education.

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Tung, Mai Son, and Ha Minh Tri. "Transformative education as an orientation for sustainable development of higher education in Vietnam: An exploratory study." HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - SOCIAL SCIENCES 12, no. 2 (July 28, 2022): 46–58. http://dx.doi.org/10.46223/hcmcoujs.soci.en.12.2.2254.2022.

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Transformative education is recognized as a relevant theory for educational development in many countries. Scholars have noted that transformative education can help learners to become more critical, responsible, and autonomous. However, there is no such empirical evidence available in Vietnam to date. There is also a gap between theoretical construct and practical application of transformative education in Vietnam. This study aims to explore the current understanding of transformative education and clarify its impact on learners. To address the gap, the authors assess the status of higher education in Vietnam and propose why transformative education can be a solution to improve the quality of higher education. Our study used a qualitative approach to explore the knowledge and experience of respondents related to transformative education. Data collection used Focus Group Discussion (FGD) and In-Depth Interview (IDI). Two FGDs were performed with students and alumni from universities in Binh Duong Province and Ho Chi Minh City exploring the learning experience in class. Three IDIs were implemented with experts in higher education management and quality assurance exploring the consistency and application of transformative education in Vietnam. The findings indicate that learning activities at several universities in Vietnam are still heavy on theory, and students lack experimental activities. Respondents also reported that transformative education is consistent with the sustainable development of higher education in Vietnam. Our study also provides several suggestions regarding to how to apply transformative education in Vietnam in the long term.

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Melin, Martin, Geir Lieblein, Tor Arvid Breland, and Charles Francis. "Facilitating transformative innovations in sustainability education." Open Research Europe 2 (June 15, 2022): 22. http://dx.doi.org/10.12688/openreseurope.14407.2.

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Educational strategies globally are changing from an authoritative, top-down model to one focused on greater student and stakeholder participation in planning and implementation of research and educational activities. In addition to emphasis on student-centered education, strategies currently evolve to encompass learning organizations and multistakeholder learning networks. These are essential to address the complexity and scope of tomorrow’s challenges, involving issues that could be called ’wicked problems’ not easily addressed by single disciplines nor resulting in solutions that please all the players. In this study we describe how a transformative innovation – the NEXTFOOD educational approach – may contribute substantially to a transition of agricultural and food education and how it can be developed and diffused within and between teaching institutions. The method was action research informed by several workshops organized at annual consortium conferences during the first three years of the project. The findings show that a successful transformation involves learning both within and across innovation projects repeated at various organisations in a network. The action research model presented in this paper may be useful as an instrument to support the facilitation of transformative innovations. The transition process resulted in substantial changes in mindset, educational practices and organisational structures at the teaching institutions. However, scaling-up promising educational initiatives may encounter several barriers that need to be overcome at individual, group and institutional levels, and we provide insight on how this can be accomplished in a multi-national consortium of universities.

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Toomey, Ron. "Transformative action research." Educational Action Research 5, no. 1 (March 1997): 105–21. http://dx.doi.org/10.1080/09650799700200022.

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Journal articles on the topic 'Transformative education'

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