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Journal of Transformative Education最新文献

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Roots and Growth: Threading the Ethos of Personal, Social, and Political Transformation 根与成长：贯穿个人、社会和政治变革的伦理
IF 1
Journal of Transformative Education Pub Date : 2022-06-16 DOI: 10.1177/15413446221103192
Ashley B. Akenson, A. Arce-Trigatti, James E. Akenson
{"title":"Roots and Growth: Threading the Ethos of Personal, Social, and Political Transformation","authors":"Ashley B. Akenson, A. Arce-Trigatti, James E. Akenson","doi":"10.1177/15413446221103192","DOIUrl":"https://doi.org/10.1177/15413446221103192","url":null,"abstract":"Transformative education exists in a complex, dynamic, and ambiguous state seeking structural definitions and relationships within an interdisciplinary arena often critiqued for its limitations as an individual—rather than social—practice. This type of education encompasses learning processes that may facilitate the development of civic-minded, democratic citizens seeking change characterized by actions that disrupt existing norms on political or social levels. This theoretical study examines transformative, civic, and leadership frameworks to excavate the underlying common ethos that promotes personal, social, and political impact. In addition to mapping each major element of the frameworks, their connections and tensions will be illustrated graphically and textually. The resulting analysis will demonstrate the shared ethos amongst these three deeply intertwined and symbiotic theories as they relate to personal growth and social development. Preliminary mapping demonstrates key features of these frameworks highlight an ethos anchored in cultivating awareness, critical reflexivity, engaged inquiry, shift in perspective, and informed action emerging from the prior phases.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"20 1","pages":"241 - 260"},"PeriodicalIF":1.0,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49368122","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 Field Immersion Framework: A Transformative Pedagogy for Experiential Civic Education 场浸入式框架:体验公民教育的变革教学法
IF 1
Journal of Transformative Education Pub Date : 2022-06-15 DOI: 10.1177/15413446221103175
JoEllen G. Pederson, Heather G. Lettner-Rust, Alix D. Dowling Fink, M. L. Fink, A. Renee Gutiérrez, Edward L. Kinman, Connie M. Koski, Michael J. Mergen, Phillip L. Poplin, M. Rhoten, B. Roberts, Jessi B. Znosko
{"title":"The Field Immersion Framework: A Transformative Pedagogy for Experiential Civic Education","authors":"JoEllen G. Pederson, Heather G. Lettner-Rust, Alix D. Dowling Fink, M. L. Fink, A. Renee Gutiérrez, Edward L. Kinman, Connie M. Koski, Michael J. Mergen, Phillip L. Poplin, M. Rhoten, B. Roberts, Jessi B. Znosko","doi":"10.1177/15413446221103175","DOIUrl":"https://doi.org/10.1177/15413446221103175","url":null,"abstract":"Emerging from faculty collaboration across disciplines, the four-stage Field Immersion Framework (FIF) marries place-based experiential learning with civic engagement to promote important transformative learning outcomes such as shifts in Worldview, Self, Epistemology, Ontology, Behavior, and Capacity. To support those outcomes, we developed this adaptable pedagogical framework for immersive courses that cultivate shared inquiry by faculty and students while fostering civic agency. The FIF positions students as explorers in communities grappling with important, unresolved issues and facilitates deep learning in the affective domain. Immersing students in the field as they experience civic issues is an emancipatory opportunity for many students, particularly those bound by geography or digital screens. We detail the FIF’s grounding in learning theory and provide examples of its implementation in varied courses and geographic settings.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"20 1","pages":"189 - 205"},"PeriodicalIF":1.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43735404","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
Transformative Leadership Conversation: Toward a Conceptualization and Theory of Action for Educational Leaders 变革型领导对话:教育领导者行动的概念化和理论
IF 1
Journal of Transformative Education Pub Date : 2022-06-13 DOI: 10.1177/15413446221108404
Curt M. Adams, O. Adigun, Ashlyn M. Fiegener, Jentre J. Olsen
{"title":"Transformative Leadership Conversation: Toward a Conceptualization and Theory of Action for Educational Leaders","authors":"Curt M. Adams, O. Adigun, Ashlyn M. Fiegener, Jentre J. Olsen","doi":"10.1177/15413446221108404","DOIUrl":"https://doi.org/10.1177/15413446221108404","url":null,"abstract":"In this conceptual paper, we advance Transformative Leadership Conversation as a form of dialogue that relies on shared meaning-making to activate the motivational energy within people to transform social structures that impede aspirational realities. Transformative Leadership Conversation leverages the most commonly available resource for leaders—conversation—to approach transformation as a process that begins within individuals and moves outward to the relational context where actions and interactions define social structures. There are two interdependent parts to the paper: a conceptual definition and a theory of action. The conceptual definition describes TLC and situates its components in the social and psychological processes that drive transformation. The theory of action advances a simple framework for how leaders might engage TLC across different contexts and situations.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"21 1","pages":"409 - 426"},"PeriodicalIF":1.0,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45179891","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
Civic Education as Transformative Education 公民教育作为变革教育
IF 1
Journal of Transformative Education Pub Date : 2022-06-13 DOI: 10.1177/15413446221103173
Tetyana Hoggan-Kloubert, Paul Mabrey
{"title":"Civic Education as Transformative Education","authors":"Tetyana Hoggan-Kloubert, Paul Mabrey","doi":"10.1177/15413446221103173","DOIUrl":"https://doi.org/10.1177/15413446221103173","url":null,"abstract":"The relationships between transformative education and civic education are the major aim of this special issue, focusing on historical and contemporary examples of civic transformative education, exploring contexts, and developing new theoretical approaches to uniting these two spheres of educational theory and practice. We, as editors and authors of this special issue, see ourselves arguing in the spirit with those theorists of transformative education who emphasized that transformative education has a personal and societal dimension moments are integral and perpetual parts of both our societies and our personal development. Societies respond, learn, and sometimes even transform in response to such factors as globalization, migration, democratization (or its opposite: xenophobia, tribalism, and polarization), climate or threats such a global pandemic. And, these societal changes evoke responses, learning, and sometimes even transformation on the side of the individual. Indeed, societal transformation poses challenges for adult education theory and practice, especially those focusing on transformational dimensions of learning. Such changes at the societal level initiate or the rethinking process individuals living societies. large-scale social","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"20 1","pages":"167 - 175"},"PeriodicalIF":1.0,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41373334","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
(De)Colonizing Pedagogy: Possibilities and Tensions in Undergraduate Transformative Learning Through Simulation 殖民化教学法:大学生模拟转型学习的可能性与张力
IF 1
Journal of Transformative Education Pub Date : 2022-06-12 DOI: 10.1177/15413446221107918
Jessica Carrick-Hagenbarth, Rhiannon M. Maton
{"title":"(De)Colonizing Pedagogy: Possibilities and Tensions in Undergraduate Transformative Learning Through Simulation","authors":"Jessica Carrick-Hagenbarth, Rhiannon M. Maton","doi":"10.1177/15413446221107918","DOIUrl":"https://doi.org/10.1177/15413446221107918","url":null,"abstract":"This article employs transformative learning and decolonial theories to investigate the efficacy of simulation pedagogy for undergraduate student learning about refugees and the internally displaced. The simulation of refugee experience was adapted from the Doctors Without Borders’ Forced From Home exhibit and facilitated by an experienced affiliate for eighty-nine education and economics undergraduate students. Data include surveys, debriefing discussions, and written reflections. We ask: Does simulation pedagogy support transformative learning toward the decolonial goals of recognizing and deconstructing current power relations? How or how not? Overall, we find that simulation pedagogy successfully supports initial stages of transformative learning through engaging a combination of kinesthetic (body), affective (heart), and cognitive (mind) realms to shift students’ perspectives and knowledge. Through a decolonial lens, we chronicle the strengths and limitations of transformative learning processes and find that the simulation pedagogy achieved a combination of colonial and decolonial purposes.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"21 1","pages":"262 - 282"},"PeriodicalIF":1.0,"publicationDate":"2022-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47257713","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
Democracy’s Relationship With the Future: Transforming Society’s Promise 民主与未来的关系：改变社会的承诺
IF 1
Journal of Transformative Education Pub Date : 2022-06-03 DOI: 10.1177/15413446221103174
M. J. Fleener, Susan J. Barcinas
{"title":"Democracy’s Relationship With the Future: Transforming Society’s Promise","authors":"M. J. Fleener, Susan J. Barcinas","doi":"10.1177/15413446221103174","DOIUrl":"https://doi.org/10.1177/15413446221103174","url":null,"abstract":"This essay introduces a juxtaposition of adult education, futures perspectives, transformative learning theory, and democratic engagement. Within adult education, the promise of education, and the possibilities of transformative learning (TL) are often linked to democracy and human freedoms, yet that democratic promise is often left unfulfilled or incomplete. At the same time, futures perspectives coalesce around the strengthening of capacity for adults to change their conceptualizations of and relationships to the future and facilitate skills in navigating discontinuity, complexity, and ambiguity. The inclusion of futures work potentially shifts the TL discourse and may change the ways that we study and support how adults learn, change, and grow through shared human experiences. Futures literacy may become a new dimension for democracies.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"20 1","pages":"176 - 188"},"PeriodicalIF":1.0,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42358003","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: 2
No Ground: Disorientation as Prerequisite for Transformation 无根据：转型的先决条件是错位
IF 1
Journal of Transformative Education Pub Date : 2022-06-02 DOI: 10.1177/15413446221105577
Larry Green
{"title":"No Ground: Disorientation as Prerequisite for Transformation","authors":"Larry Green","doi":"10.1177/15413446221105577","DOIUrl":"https://doi.org/10.1177/15413446221105577","url":null,"abstract":"A central concern that TL theory approaches but does not fully address is the process whereby an individual generates a more adequate meaning perspective after shedding an outmoded one. This article complements TL theory’s account with a phenomenological description of the dangers and opportunities encountered on that quest. It employs the concept of liminality to articulate the transitional process that occurs when one has lost the familiar reference points that enabled one to feel at home. It begins to map the journey from disorientation to integration. Between those endpoints lies the liminal zone. Because there is little if any structure in that realm—hence the experience of groundlessness—agency is relatively unfettered in its search for new meaning perspectives. Originary thought that transcends the conventional ways of operating becomes possible. This is culturally significant as our current frameworks lack the potency to respond to the multiple challenges we are facing.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"21 1","pages":"190 - 206"},"PeriodicalIF":1.0,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44555800","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: 4
Using Arts-Based Inquiry and Affective Learning to Teach Indigenous Studies in a First-Year Preservice Teacher Education Course 运用艺术探究和情感学习在一年级保护教师教育课程中教授土著研究
IF 1
Journal of Transformative Education Pub Date : 2022-06-02 DOI: 10.1177/15413446221105570
Sue Monk, Tasha Riley, Harry Van Issum
{"title":"Using Arts-Based Inquiry and Affective Learning to Teach Indigenous Studies in a First-Year Preservice Teacher Education Course","authors":"Sue Monk, Tasha Riley, Harry Van Issum","doi":"10.1177/15413446221105570","DOIUrl":"https://doi.org/10.1177/15413446221105570","url":null,"abstract":"In this article, we discuss the role of affective learning and arts-based inquiry as a catalyst for providing transformative learning experiences in teaching social justice issues related to Indigenous cultures and histories. The research was conducted with first-year pre-service teachers studying an Indigenous Knowledges course as part of their Bachelor of Education degree at an Australian university. Student responses to the course demonstrated that this approach supported deep engagement with course concepts, commitment to collaborative learning, and an appreciation for creative use of arts and the role of affect and in transformative learning.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"21 1","pages":"303 - 321"},"PeriodicalIF":1.0,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45763964","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
Strengthening Democracy Through Knowledge Mobilization: Participedia – A Citizen-Led Global Platform for Transformative and Democratic Learning 通过知识动员加强民主：Participedia——公民主导的变革和民主学习全球平台
IF 1
Journal of Transformative Education Pub Date : 2022-05-31 DOI: 10.1177/15413446221103191
J. Landry, Bettina von Lieres
{"title":"Strengthening Democracy Through Knowledge Mobilization: Participedia – A Citizen-Led Global Platform for Transformative and Democratic Learning","authors":"J. Landry, Bettina von Lieres","doi":"10.1177/15413446221103191","DOIUrl":"https://doi.org/10.1177/15413446221103191","url":null,"abstract":"Participedia is a collaborative, digital learning tool for the co-production of knowledge about new forms of citizen participation across the world (www.participedia.net). In this paper, we analyse using the platform as a learning resource for adult learners who are democracy practitioners and for undergraduate students. We examine Participedia’s role in advancing transformative civic and democratic learning, and situate our analysis in the current context of democracy and civic space under strain globally. We argue that this pedagogy is crucial in the face of democratic erosion, growing inequality, increased polarization and the rise of right-wing populism. We discuss how Participedia’s multiple channels for learner engagement (e.g., critical case study analysis, self-directed research, reflective writing, case study development based on lived experience, collaborative fellowships) support critical and reflective democratic practice. We show how the Participedia platform contributes to transformative learning outcomes, in particular around social action, active citizenship, participation and democracy.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"20 1","pages":"206 - 225"},"PeriodicalIF":1.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47991439","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: 2
Doing Critical Pedagogy Together A Case Study in a Norwegian Postgraduate Program 一起做批判性教育——以挪威研究生项目为例
IF 1
Journal of Transformative Education Pub Date : 2022-05-04 DOI: 10.1177/15413446221092480
P. Thomas
{"title":"Doing Critical Pedagogy Together A Case Study in a Norwegian Postgraduate Program","authors":"P. Thomas","doi":"10.1177/15413446221092480","DOIUrl":"https://doi.org/10.1177/15413446221092480","url":null,"abstract":"This paper applies a critical lens to a Master’s degree program in education in one University in Norway and its stated aim of promoting critical skills in students from the global south in particular. Two groups of students, one an international mix in Oslo, and the other, South Sudanese students studying in Hawassa, Ethiopia, were compared. The study employed tenets of action research, with the aim of boosting the continuing professional development of both students and course instructors. The findings reveal varying levels of challenges related to, among others, uncritical deference towards course instructors and literature and varying levels of language proficiency which, it is argued, undermines critical thinking. Despite the above, it is argued that the degree programme furnishes an important platform for culturally diverse students to interact and foster the kind of critical thinking skills valorized in the course aims.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"21 1","pages":"245 - 261"},"PeriodicalIF":1.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44127495","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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