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Journal articles on the topic 'Transformative education'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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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Ringsted, Charlotte. "Transformative thinkers needed for transformative postgraduate education." Medical Teacher 36, no. 2 (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 (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 relati

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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 (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

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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 (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 m

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Souza, Alicia, and Amy Leung. "Transformative Leadership in Education." Journal of Transformative Leadership & Policy Studies 8, no. 2 (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 (2019): 257–74. http://dx.doi.org/10.1080/03057240.2019.1589434.

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Htet, Kyaw. "Empowering the Future Transformative Education Practices in Myanmar." Journal of Asian Multicultural Research for Educational Study 4, no. 4 (2023): 10–15. http://dx.doi.org/10.47616/jamres.v4i4.471.

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This research explores the landscape of transformative education in Myanmar through a quantitative study involving 300 participants across diverse educational levels. The demographic analysis reveals a balanced gender distribution and representation across primary, secondary, and tertiary education, providing a comprehensive understanding of transformative education's potential impact. Perceptions of the current education system highlight strengths in curriculum and infrastructure satisfaction but signal opportunities for improvement in technology access. Participants' active engagement in tra

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Hodge, Steven. "Transformative Learning for Knowledge: From Meaning Perspectives to Threshold Concepts." Journal of Transformative Education 17, no. 2 (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 b

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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

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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 (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-rat

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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 (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 enlightenme

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Pransiska, Toni. "PENDIDIKAN ISLAM TRANSFORMATIF SYEIKH NAWAWI AL-BANTANI: UPAYA MEWUJUDKAN GENERASI RELIGIUS-SAINTIFIK." Jurnal Ilmiah Didaktika 18, no. 2 (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, thr

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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 (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 theor

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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 (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

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Chua, Sebastian. "Transformative thinking, transformative doing." Journal of Public Procurement 17, no. 3 (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 f

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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 (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 va

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Nichols, Mark, Neeru Choudhary, and Doug Standring. "Exploring transformative learning in vocational online and distance education." Journal of Open, Flexible and Distance Learning 24, no. 2 (2020): 43–55. http://dx.doi.org/10.61468/jofdl.v24i2.435.

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reformulation of their experience, and new ways of acting in the world) is widely understood as an important outcome of adult education (Mezirow, 1990, 2018). Various studies have been performed over the last 30 or so years since Mezirow’s theory was first proposed, confirming its presence and importance in higher education. However, it is questioned as to whether transformative learning takes place in vocational distance and online education, particularly if not explicitly promoted. This paper investigates the extent of transformative learning taking place in adult learners studying at a dist

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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 (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 originat

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Babacan, Alperhan, and Hurriyet Babacan. "A transformative approach to work integrated learning in legal education." Education + Training 57, no. 2 (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

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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 (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 sho

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Chang, Ching-Wen. "The Mandala Model of Transformative Learning." Journal of Transformative Education 19, no. 3 (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

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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 (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

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Vazquez Garcia, Jimena, Jason Glynos, Claudia Mohor Valentino, et al. "Democracy in Action: Experiencing Transformative Education." Education Sciences 15, no. 5 (2025): 561. https://doi.org/10.3390/educsci15050561.

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Our time is one of permacrisis, affecting the economy, the environment, and everything in between. In this context, UK higher education faces an existential crisis, where the university sector has been transformed into a marketplace, turning students into consumers and limiting the critical potential of education. In moving beyond these limits, this article explores Democracy in Action (DinA), a final-year undergraduate module offered in a UK university that creates spaces for critical and transformative education through democratic theory and practice. Grounded in traditions of transformative

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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 (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 gath

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Wasserman, H. "Journalism education as transformative praxis." Ecquid Novi: African Journalism Studies 26, no. 2 (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 (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 b

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Brookfield, Stephen. "The Praxis of Transformative Education." Journal of Transformative Education 1, no. 3 (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 (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 (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 (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 (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 (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 (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 opportu

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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 (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

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

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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 (2020): 1–3. http://dx.doi.org/10.14434/gjte.v2i1.31758.

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Curren, Randall. "Transformative Valuing." Educational Theory 70, no. 5 (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 (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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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 (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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