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Journal of Transformative Education最新文献

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Book Review: Expanding Transformation Theory: Affinities between Jack Mezirow and Emancipatory Educationalists 书评：扩展变革理论：杰克-梅兹罗与解放主义教育家之间的亲缘关系
IF 1
Journal of Transformative Education Pub Date : 2024-09-03 DOI: 10.1177/15413446241282153
Michelle Glowacki-Dudka
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引用次数: 0
Truth and Transformation: The Test of Truth in the Development of New or Revised Ideas, and Related Values and Beliefs 真理与变革：在发展新思想或修正思想以及相关价值观和信念的过程中检验真理
IF 0.8
Journal of Transformative Education Pub Date : 2024-08-08 DOI: 10.1177/15413446241268550
Rian Roux
{"title":"Truth and Transformation: The Test of Truth in the Development of New or Revised Ideas, and Related Values and Beliefs","authors":"Rian Roux","doi":"10.1177/15413446241268550","DOIUrl":"https://doi.org/10.1177/15413446241268550","url":null,"abstract":"Our current cultural climate is marked by a convergence of pressing issues, including the rise of the post-truth situation, which has recently been described as an epistemic crisis (Hoggan-Kloubert & Hoggan, 2023). This conceptual paper outlines why adult education institutions must reclaim the pursuit of truth as undergirded by rationality, autonomy, and pluralism as a core educational aim and presents a particular pedagogical conceptualisation for doing so. It is proposed that transformative approaches are uniquely positioned to address some of the issues associated with the post-truth situation; however, to be both applicable and accountable within participatory democracies, such efforts also need to be philosophically coherent, practically ethical, and incorporate opportunities for students to critically evaluate ideas, and related values and beliefs against the test of truth. To this end, a reconceptualisation of the axiological, ontological, and epistemological foundations for transformative learning is presented.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141925762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Book Review: Transformative Sustainability Education: Reimagining Our Future 书评：变革性可持续发展教育：重新构想我们的未来
IF 1
Journal of Transformative Education Pub Date : 2024-07-30 DOI: 10.1177/15413446241261137
Steven Hodge
{"title":"Book Review: Transformative Sustainability Education: Reimagining Our Future","authors":"Steven Hodge","doi":"10.1177/15413446241261137","DOIUrl":"https://doi.org/10.1177/15413446241261137","url":null,"abstract":"","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141863796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Metaphors of Transformation: Revealing and Concealing 转变的隐喻揭示与隐藏
IF 1
Journal of Transformative Education Pub Date : 2024-07-30 DOI: 10.1177/15413446241259057
Chad Hoggan
{"title":"Metaphors of Transformation: Revealing and Concealing","authors":"Chad Hoggan","doi":"10.1177/15413446241259057","DOIUrl":"https://doi.org/10.1177/15413446241259057","url":null,"abstract":"","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141863795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Perspective Transformation of Cultural Awareness: A Qualitative Study on Research Students’ Experiences of International Cross-Institutional Webinars 文化意识的视角转换：关于研究生参加国际跨院校网络研讨会经历的定性研究
IF 1
Journal of Transformative Education Pub Date : 2024-07-23 DOI: 10.1177/15413446241263772
Elisabeth Carlson, Engle Angela Chan, Christine Kumlien, Doris Y Leung, Melanie Bish
{"title":"Perspective Transformation of Cultural Awareness: A Qualitative Study on Research Students’ Experiences of International Cross-Institutional Webinars","authors":"Elisabeth Carlson, Engle Angela Chan, Christine Kumlien, Doris Y Leung, Melanie Bish","doi":"10.1177/15413446241263772","DOIUrl":"https://doi.org/10.1177/15413446241263772","url":null,"abstract":"Twenty-first century transformations have taken place within the framework of globalisation of the economy, the spread of information technology and global migration resulting in increased cultural diversity in many societies. This qualitative study investigated perspective transformation in 18 research students, from Australia, Hong Kong SAR, and Sweden, participating in an international online course by using Mezirow’s theory of perspective transformation and Kiely’s six forms of transformative change (intellectual, moral, political, cultural, personal, and spiritual). The approach to learning facilitated global networking and a commitment to support growth in the students’ research practice. Validating the link between research students’ learning experiences and perspective transformation theory encourages educators to develop future online educational materials to promote cognitive flexibility and reflexivity and increase students’ cultural awareness to inform their research practices.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141770545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Practicing Embodied Listening for Transformation: The Transformative Listening Protocol 践行体现式倾听，实现转变：变革性倾听协议
IF 1
Journal of Transformative Education Pub Date : 2024-07-19 DOI: 10.1177/15413446241258681
Alessandra Romano, Deborah J. Kramlich, Victoria Marsick, Tes Cotter Zakrzewski, Laurie Anderson-Sathe, Janette Brunstein, Ed Cunliff, Anne-Liisa Longmore
{"title":"Practicing Embodied Listening for Transformation: The Transformative Listening Protocol","authors":"Alessandra Romano, Deborah J. Kramlich, Victoria Marsick, Tes Cotter Zakrzewski, Laurie Anderson-Sathe, Janette Brunstein, Ed Cunliff, Anne-Liisa Longmore","doi":"10.1177/15413446241258681","DOIUrl":"https://doi.org/10.1177/15413446241258681","url":null,"abstract":"In this article, we explore the process of creating spaces for the practice and inquiry of transformative listening through the development of the Transformative Listening Protocol (TLP). Our premise is that embodied listening opens doors to transformations via a process to improve listening and safe spaces where people may engage with each other in storytelling and story listening. The organization of our paper flows from research design to relevance for transformative learning theory. We begin with a description of the practice led research design for the project (Candy, 2006), we follow that with the historical development of the TLP including sections on both the theoretical and methodological background. After this section we describe the practice-ing of transformative listening with three applications of listening in practice we documented. In the final paragraphs we explore the limitations and conclusions of the research design and of TLP. We conclude the paper with the relevance of practicing transformative listening for the evolution of transformative learning theory.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141738914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Development of a Dialogical Pedagogical Agency in Initial Teacher Formation Programs: A Critical Inquiry 在初始教师培训课程中发展对话式教学机构：批判性探索
IF 0.8
Journal of Transformative Education Pub Date : 2024-07-15 DOI: 10.1177/15413446241262014
Priscilla Echeverria
{"title":"The Development of a Dialogical Pedagogical Agency in Initial Teacher Formation Programs: A Critical Inquiry","authors":"Priscilla Echeverria","doi":"10.1177/15413446241262014","DOIUrl":"https://doi.org/10.1177/15413446241262014","url":null,"abstract":"Initial teacher formation is a permanent focus of attention on the part of research, as the value of education for the progress of society is well known. However, given the naturalization of instrumental criteria as common sense acquired in today’s society, on occasion, initial teacher formation reproduces a technocratic perspective of education, not assisting a transformation into a fairer, ethically healthier, and politically more democratic society. This article is the result of doctoral research that addresses this concern, proposing that initial teacher formation could play a transformative role in society. Considering the Bourdieusian dialectical perspective of agency, as well as elements from critical approach literature, this article particularly focuses on showing some results obtained regarding about the capacity for ethical/political/epistemic pedagogical agency that novice teachers show in their first professional experiences as teachers, discussing how important the development of this capacity is in initial teacher formation programs to prepare teachers to be able to transform education.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141645587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Reimagining Scholarly Impact Through Transformative Learning: An Arts-Based Collaborative Autoethnography 通过变革性学习重塑学术影响力：基于艺术的合作自述
IF 1
Journal of Transformative Education Pub Date : 2024-06-20 DOI: 10.1177/15413446241263762
Beixi Li, Ajit Bhattarai
{"title":"Reimagining Scholarly Impact Through Transformative Learning: An Arts-Based Collaborative Autoethnography","authors":"Beixi Li, Ajit Bhattarai","doi":"10.1177/15413446241263762","DOIUrl":"https://doi.org/10.1177/15413446241263762","url":null,"abstract":"In this collaborative autoethnography, we, two early career academics used arts-based methods to explore and transform our understanding of scholarly impact. We began by narrating the disorienting dilemma we experienced while preparing our review, tenure, and promotion portfolios. After a brief review of Mezirow’s transformative learning theory, we described our failed attempt to engage in collaborative autoethnography and our turn to transformative learning scholarship that prioritizes artistic ways of knowing. We resituated our collaborative autoethnography as an arts-based inquiry and described our collaborative process facilitated by poetic inquiry and narrative métissage. We then discussed how this arts-based collaborative autoethnography project afforded opportunities for us to engage in perspective transformation. Finally, we concluded with the theoretical, methodological, and pedagogical contributions this project makes to transformative learning scholarship.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141507981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Cross-Cultural Course and Service-Learning Study-Away: A Means to Transformative Learning 跨文化课程和服务学习考察旅行：实现变革性学习的途径
IF 1
Journal of Transformative Education Pub Date : 2024-06-13 DOI: 10.1177/15413446241261970
Debra A. Giambo, Luis E. Garrido
{"title":"Cross-Cultural Course and Service-Learning Study-Away: A Means to Transformative Learning","authors":"Debra A. Giambo, Luis E. Garrido","doi":"10.1177/15413446241261970","DOIUrl":"https://doi.org/10.1177/15413446241261970","url":null,"abstract":"Course-based, service-learning, study-away opportunities for university students can result in transformational learning for students. Within the context of Mezirow’s transformative learning theory (2008), this study explored university students’ perceptions of a course-based, service-learning, study-away experience in a culture greatly different from their own. Students participated in a semester-long course with a spring break service-learning study-away experience in the Zuni Pueblo, an indigenous community in New Mexico. Data included individual and group reflections during and after the trip as well as post-graduation (i.e., 3.5–4.5 years after the course). Student reflections indicate that course-based, service-learning, study-away experiences for university students, especially one that provides cross-cultural experiences, can result in transformative learning that may have lasting personal and professional effects. The results of this project may be used by faculty and administrators in academia to provide creative, comprehensive, and transformational intercultural opportunities for students, helping to create leaders in their fields.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141346795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Designing Identity Transformations Through Transformative Learning Objectives and Experiential Learning Competencies 通过变革性学习目标和体验式学习能力设计身份变革
IF 1
Journal of Transformative Education Pub Date : 2024-06-04 DOI: 10.1177/15413446241258454
Jamin C. Rowan, Mat D. Duerden
{"title":"Designing Identity Transformations Through Transformative Learning Objectives and Experiential Learning Competencies","authors":"Jamin C. Rowan, Mat D. Duerden","doi":"10.1177/15413446241258454","DOIUrl":"https://doi.org/10.1177/15413446241258454","url":null,"abstract":"Educators can help adult learners experience identity transformation and initiate lifelong learning by designing curriculum centered upon transformative learning objectives (TLOs) and experiential learning competencies (ELCs). TLOs point learners to the specific ways of thinking, feeling, and being in the world to which a course or other learning experience aspires. Educators might deepen the capacity for adult learners to experience transformation by creating curricula that help them develop ELCs—competencies that will enable them to learn how to learn from experience. Building educational experiences around TLOs and ELCs will not only increase the ability of adult learners to continue to learn after a course or program ends but will also increase the likelihood that their lifelong learning experiences will be transformative ones.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141386886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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