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Journal of Transformative Education最新文献

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Identity, Belonging and Agency: A Transformative Development Framework for Global Africans/Black Peoples 身份、归属和代理：全球非洲人/黑人的转型发展框架
IF 1
Journal of Transformative Education Pub Date : 2024-02-21 DOI: 10.1177/15413446241234236
Yabome Gilpin-Jackson
{"title":"Identity, Belonging and Agency: A Transformative Development Framework for Global Africans/Black Peoples","authors":"Yabome Gilpin-Jackson","doi":"10.1177/15413446241234236","DOIUrl":"https://doi.org/10.1177/15413446241234236","url":null,"abstract":"1. Who am I?2. Where do I belong?3. What am I called to?These three questions represent the narrative shifts that are the outcomes of the Identity/Belonging/Agency (IBA) transformative development framework. The IBA framework emerged from the author’s critical reflections on fiction reading and dialogues in 12+ community conversations to explore everyday global African/Black experiences. It responds to the self-inquiry: How do global Africans/Black peoples experience developmental transformation in the context of social marginality? It conceptualizes that the key developmental tasks of global Africans/Black peoples lies in claiming identity through differentiation from dominant narratives of marginality, belonging through locating self-in-society and community, and agency through a focus on self-in-transcendence. The IBA framework is proposed as core to understanding how global Africans/Black peoples, and perhaps other socially constructed racialized groups, can choose to move from marginality to personal as well as social transformation through their agency.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"187 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139953634","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
Embracing a Perspective with the Dark Side: Using Second Wave Positive Psychology to Navigate Emotions Throughout Transformative Learning 拥抱阴暗面的视角：运用第二波积极心理学，在变革性学习中驾驭情绪
IF 1
Journal of Transformative Education Pub Date : 2024-02-21 DOI: 10.1177/15413446241234231
Adam L. McClain
{"title":"Embracing a Perspective with the Dark Side: Using Second Wave Positive Psychology to Navigate Emotions Throughout Transformative Learning","authors":"Adam L. McClain","doi":"10.1177/15413446241234231","DOIUrl":"https://doi.org/10.1177/15413446241234231","url":null,"abstract":"While transformative learning often leads to positive experiences, it can also be a complex, emotionally turbulent process. The process for some can represent a messy and emotionally chaotic journey, where learners may find themselves in conflict with their emotional comfort zones as they question belief systems, who they are, how they see the world, interpret what happens to them, and consider multiple points of view to verify one’s truth and reality. This autoethnographic study focuses on a doctoral student’s interactions with varied cognitive, sociocultural, and emotional challenges throughout their educational and personal experiences. This study integrates Transformative Learning Theory with Ivtzan et al.’s (2016) second wave dark side positive psychology, introducing a dark side perspective to transformative learning. This approach aims to deepen the understanding of the entire emotional experience and offers guidance for navigating the transformative learning process.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"22 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139953633","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
Dancing the Crisis and Its Transformative Potential: A Cooperative and Performative Research With an Italian Disability Service System During the Coronavirus Pandemic 舞动危机及其变革潜力：在冠状病毒大流行期间与意大利残疾人服务系统的合作表演研究
IF 1
Journal of Transformative Education Pub Date : 2024-02-21 DOI: 10.1177/15413446241234834
Antonella Cuppari
{"title":"Dancing the Crisis and Its Transformative Potential: A Cooperative and Performative Research With an Italian Disability Service System During the Coronavirus Pandemic","authors":"Antonella Cuppari","doi":"10.1177/15413446241234834","DOIUrl":"https://doi.org/10.1177/15413446241234834","url":null,"abstract":"This study draws on research that investigated transformative learning with reference to complexity theories. It describes the use of dance-informed performative autoethnography employed to analyze and interpret participants’ experience of crisis in research conducted within a disability service system in Italy during COVID-19 pandemic. Firstly, the use of this method of inquiry after the initial data collection was useful in deepening the crisis experience. Secondly, the representation of the data through dance performance fostered new interpretations of the crisis situation that further validated the presentation of the data and had the secondary advantage of reinterpreting the entire experience.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"57 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139953432","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
PhD Students’ Transformative Change in Teaching: A Comparative Case Study 博士生在教学中的变革：一项比较案例研究
IF 1
Journal of Transformative Education Pub Date : 2024-02-21 DOI: 10.1177/15413446241234214
Triinu Soomere, Mari Karm, Torgny Roxå
{"title":"PhD Students’ Transformative Change in Teaching: A Comparative Case Study","authors":"Triinu Soomere, Mari Karm, Torgny Roxå","doi":"10.1177/15413446241234214","DOIUrl":"https://doi.org/10.1177/15413446241234214","url":null,"abstract":"As future academics, Doctor of Philosophy (PhD) students are be expected to employ learning-centred approach as stated in the Paris Communique (2018) by the European ministers of education. The limited research available about doctoral students’ conceptions indicates that they range from content- to learning-centred. Although a few studies explored the factors which prompt students’ transformation of conceptions and approach, none specifically focused on PhD students. This comparative case study explored how PhD students describe the transformation in their teaching conceptions and approach towards learning-centredness, and the context surrounding it. The results indicated that participants described the transformation through the gaining of theoretical teaching-related knowledge, being related to dissatisfaction with their own teaching, the application of a learning-centred approach, and time. The teaching–learning context was described mostly as supportive but not always allowing the implementation of transformation. Results suggest that discourse is needed to facilitate critical reflection leading to transformative learning.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"12 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139953520","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
Measuring and Validating a Transformation Learning Survey Through Social Work Education Research 通过社会工作教育研究衡量和验证转型学习调查
IF 1
Journal of Transformative Education Pub Date : 2023-12-19 DOI: 10.1177/15413446231222204
A. I. Corchado Castillo, M. Wallengren-Lynch, B. Archer-Kuhn, Tara Earls Larrison
{"title":"Measuring and Validating a Transformation Learning Survey Through Social Work Education Research","authors":"A. I. Corchado Castillo, M. Wallengren-Lynch, B. Archer-Kuhn, Tara Earls Larrison","doi":"10.1177/15413446231222204","DOIUrl":"https://doi.org/10.1177/15413446231222204","url":null,"abstract":"This paper presents a reliable tool for measuring transformative learning in undergraduate social work education, the Social Work Transformation Survey (SWTS). The SWTS was developed from a qualitative theoretical model and translated into quantitative scales. The study collected data from 248 undergraduate students from eight countries who participated in a transnational project using creative journaling to facilitate transformative learning. Structural equation modelling was used to validate the internal structure of the SWTS. We then confirmed the measures’ reliability, and subsequently the effectiveness of creative journaling practices as a pedagogy for facilitating transformative learning in social work students. This paper highlights the potential of combining qualitative and quantitative research approaches to develop educational evaluation tools for higher education settings and presents one specific measure for transformative learning.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"10 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138959971","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: 1
Slow-Looking at Transformative Learning Through the Lens of Enactivism 从行动主义的视角慢看变革性学习
IF 1
Journal of Transformative Education Pub Date : 2023-12-08 DOI: 10.1177/15413446231221966
Eunbi Sim, Aliki Nicolaides
{"title":"Slow-Looking at Transformative Learning Through the Lens of Enactivism","authors":"Eunbi Sim, Aliki Nicolaides","doi":"10.1177/15413446231221966","DOIUrl":"https://doi.org/10.1177/15413446231221966","url":null,"abstract":"Jack Mezirow’s (1978, 1991, and 2008) transformative learning (TL) theory was developed with transforming society in mind. However, that intent has been overshadowed by a dominant focus on individual transformation and a rational cognitive approach to critically assessing assumptions as the path to transformation. We (the authors) wonder what happens to the societal side of TL theory when we put it in dialog with enactivism. Reading TL theory in this way illuminates the interdependent intention that self and society are inextricably linked. This conceptual article proposes that TL theory is best understood as an ongoing process of transforming ways of knowing, doing, and being through dynamic intra-actions, ontological entanglements, and appreciation of we-ness. Slow-looking at the implicit intra-actions that TL theory is grounded on will contribute to decolonizing the dominant dualistic view of seeing self and society as separate, making the potential for transformation of self and society more visible.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"2 10","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138585869","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 Seven-Step Learning Journey: A Learning Cycle Supporting Design, Facilitation, and Assessment of Transformative Learning 七步学习之旅：支持设计、促进和评估变革性学习的学习周期
IF 1
Journal of Transformative Education Pub Date : 2023-12-06 DOI: 10.1177/15413446231220317
Annick De Witt, M. Bootsma, B. Dermody, Karin Rebel
{"title":"The Seven-Step Learning Journey: A Learning Cycle Supporting Design, Facilitation, and Assessment of Transformative Learning","authors":"Annick De Witt, M. Bootsma, B. Dermody, Karin Rebel","doi":"10.1177/15413446231220317","DOIUrl":"https://doi.org/10.1177/15413446231220317","url":null,"abstract":"In a world in need of profound change, the importance of transformative education is increasingly recognized. However, barriers abound in our Higher Education Institutions, including that educators often have little notion of how to make their teaching more transformative in practice. This paper builds on our experience of developing a transformative learning intervention in the context of our sustainability education at Utrecht University. For this project, we designed a learning cycle consisting of seven steps, summarized as excavate, absorb, experience, observe, deepen, exchange, and consolidate. We tested this seven-step learning journey in two Bachelor courses, using qualitative student evaluations ( n = 305), and then substantiated it by drawing on the learning sciences literature. We conclude this cycle can help educators structure their teaching; include reflective, experiential, and interactive learning methodologies; and invite learners to systematically reflect on their change in meaning making, thereby supporting (transformative) education design in different contexts.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"80 7","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138596025","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
Pre-personal Consciousness and the Pre-reflective Self 前个人意识和前反思的自我
IF 1
Journal of Transformative Education Pub Date : 2023-12-06 DOI: 10.1177/15413446231210668
Larry Green
{"title":"Pre-personal Consciousness and the Pre-reflective Self","authors":"Larry Green","doi":"10.1177/15413446231210668","DOIUrl":"https://doi.org/10.1177/15413446231210668","url":null,"abstract":"","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"21 3","pages":"84 - 87"},"PeriodicalIF":1.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138595670","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
Movement Toward Critical Consciousness and Humility Through Family as Faculty Approaches 通过家庭向批判意识和谦逊的运动作为教师的方法
Journal of Transformative Education Pub Date : 2023-10-20 DOI: 10.1177/15413446231209230
Cristina Santamaría Graff, Melissa Ballesteros
{"title":"Movement Toward Critical Consciousness and Humility Through Family as Faculty Approaches","authors":"Cristina Santamaría Graff, Melissa Ballesteros","doi":"10.1177/15413446231209230","DOIUrl":"https://doi.org/10.1177/15413446231209230","url":null,"abstract":"This qualitative study examined preservice special education teachers’ (PSETs) movement toward critical consciousness and humility in working with families of children with disabilities using a Freirean lens grounded in three phases of consciousness: intransitive, transitive, and critical consciousness. The authors expanded upon a Family as Faculty (FAF) framework integrating Freire’s understandings of consciousness applied to the ways that PSETs work with and learn from parents/families of children with disabilities. Using FAF-related activities, PSETs demonstrated varying levels of consciousness as operationalized through specific comments or behaviors. Eight PSET-Parent pairs participated in this study. The focus of analysis was on PSETs’ reflections. Findings indicated that though the majority of PSETs demonstrated movement or growth toward becoming more “conscious,” many PSETs remained in the transitive phase: they could identify inequitable and marginalizing practices impacting students but were not at a consciousness level where they connected these injustices to systemic issues.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"45 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135567609","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 7 Cardinal Sins of Transformative Learning Scholarship 转型学习奖学金的七宗罪
Journal of Transformative Education Pub Date : 2023-09-13 DOI: 10.1177/15413446231196265
Chad Hoggan
{"title":"The 7 Cardinal Sins of Transformative Learning Scholarship","authors":"Chad Hoggan","doi":"10.1177/15413446231196265","DOIUrl":"https://doi.org/10.1177/15413446231196265","url":null,"abstract":"When the term transformative learning (TL) is used in the literature, scholars are referring either to Mezirow’s theory of perspective transformation (1978) or to the wider range of theories, models, and approaches that arose in response to Mezirow’s work. This duality of usage is mirrored in the history of critiques of TL, which have evolved over the past several decades. Prior to the year 2000, early critiques mostly focused on Mezirow’s theory (see Collard & Law, 1989; Clark & Wilson, 1991; Cunningham, 1992; Hart, 1990; Inglis, 1997). However, in the years following, new, original critiques of Mezirow’s theory have become increasingly rare. Nowadays, when original critiques are offered, they tend to address the broader corpus of literature around transformative learning rather than solely targeting Mezirow’s theory. For instance, Taylor and Cranton (2013) criticized the TL scholarship for: (1) an overreliance on literature reviews rather than grounding research in primary sources; (2) a lack of critique of original research; (3) limited engagement with a plurality of research paradigms (notably positivist and critical); and (4) a lack of involvement in transformative learning by European adult education scholars. (I believe the latter critique is not as applicable today, but all the former still hold). Here, I take a slightly different tack on the same theme, with my own critique of the scholarly literature of TL. For this, I employ the Seven Cardinal (or Deadly) Sins. In a light-hearted way, I want to highlight tendencies that are contributing to “a certain ‘stuckness’ which ... is unproductive” (Hoggan et al., 2017, p. 49). To be clear, in analyzing my own scholarship I can see that I have fallen prey to many of these. That does not, however, justify them. So, in the spirit of self-critique, I offer here seven cardinal sins of the TL literature.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135784933","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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