Journeys of Transcultural Literacies: Working Toward Transformative Learning in Adult Education

Abstract

Transformative learning involves significant personal and social growth. Globalization, immigration, changes in socioeconomic patterns, geopolitical tensions, and advances in technology challenge teachers to understand and mobilize the changing dynamics, practices, and contexts of learning and literacy in more complex ways (Luke & Elkins, 2002). Transcultural literacies acknowledge multiple dimensions of literacy learning that build upon learners’ unique talents and aspirations. The use of powerful texts that highlight local and global themes can resonate with adult learners coming from diverse cultural backgrounds. Connections between transcultural literacies and dimensions of transformative learning are highlighted in this study. Journeys of Transcultural Literacies: Working Toward Transformative Learning in Adult Literacy Education Karen Magro, The University of Winnipeg This research study was motivated by my own observations of literacy and learning in a time of increased immigration and cultural diversity, and the reality that adult literacy classrooms should be reflecting these changes (Magro & Ghoryashi, 2011). Dagnino (2012) writes that “physical and virtual mobility has indeed become the main trope of societies characterized by ‘superdiversity’ and the dynamic interplay of alternative/ multiple modernities” (p.2). Along these lines, Pennycook (2007) defines transculturalism as “the fluidity cultural relations across global context” (p.91). Global flows, transnational interactions “loosen local populations from geographically constrained communities, connecting people and places around the globe in new and complex ways” (Miller, 2006, p.1). Miller suggests that these dynamic flows and mobilities open up new possibilities for a “worldwide” curriculum that disrupts the status quo and embraces plurality and social justice. Transcultural literacies explore the connections literacies between local ecologies and global events (Orellana, 2016). Honeyford and Watt (2017) write that now, more than ever, teachers in both urban and rural areas are seeking new texts and learning resources that better reflect the linguistic and cultural pluralism that exists today. Too often, historically marginalized youth and adults have been harmed by educational institutions; these students have suffered from colonial, racist, sexist, elitist, and homophobic abuse that may have caused them to abandon “traditional” education. Research Article Correspondence: Karen Magro, k.magro@uwinnipeg.ca http://doi.org/10.35847/KMagro.1.2.19