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Journal of Transformative Education最新文献

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Contextual Preconditions to Foster Transformative Learning: A Recursive Process, Activity, and Core Elements 促进变革学习的语境前提:递归过程、活动和核心要素
IF 1
Journal of Transformative Education Pub Date : 2022-04-27 DOI: 10.1177/15413446221091769
Marie Moström Åberg
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引用次数: 0
Transformative Learning and Ideological Shifts: Implications for Pedagogy for the Privileged 转型学习与思想转变：对特权教育学的启示
IF 1
Journal of Transformative Education Pub Date : 2022-04-20 DOI: 10.1177/15413446221084007
Wanda Kolomyjec
{"title":"Transformative Learning and Ideological Shifts: Implications for Pedagogy for the Privileged","authors":"Wanda Kolomyjec","doi":"10.1177/15413446221084007","DOIUrl":"https://doi.org/10.1177/15413446221084007","url":null,"abstract":"Blood spilling into the streets in Charlottesville in August 2017 during a “Unite the Right” white supremacist rally, an August 2019 murderous rampage targeting Latinos at a Walmart in El Paso, Texas, and the most recent January 2021 storming of the U.S. Capitol represent only a few of the violent events that have occurred in the past 5 years initiated by far-right white supremacists. Fringe and violent behaviors do not exist in a vacuum. Every day, privileged white folks adhere to hegemonic ideals and engage in racist transgressions that stoke the fires of extreme violence. Significantly, however, some members of the privileged class eventually reject racist ideology and emerge as activists for marginalized populations. Drawing on the theoretical frameworks of Pedagogy for the Privileged, Pedagogy of the Oppressed, Transformative Learning Theory, and Critical Whiteness Studies, this paper asks the question: What facilitates a significant ideological shift?","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"21 1","pages":"283 - 302"},"PeriodicalIF":1.0,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47033101","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
Critical Reflection: John Dewey’s Relational View of Transformative Learning 批判性反思：杜威的转换学习关系观
IF 1
Journal of Transformative Education Pub Date : 2022-04-16 DOI: 10.1177/15413446221086727
Markus Holdo
{"title":"Critical Reflection: John Dewey’s Relational View of Transformative Learning","authors":"Markus Holdo","doi":"10.1177/15413446221086727","DOIUrl":"https://doi.org/10.1177/15413446221086727","url":null,"abstract":"How does critical reflection happen? And what circumstances influence the forms critical reflection takes and the issues it comes to address? Recent contributions suggest that we should pay greater attention to the ways social conditions and other factors affect what people reflect upon and how. Examining John Dewey’s perspective on the relationship between practical engagement, objects of knowledge, and democracy, this article develops a relational perspective. Dewey significantly affected how Jack Mezirow theorized transformative learning. But Mezirow’s theory is less attentive to the roles played by particular contextual features, such as structural circumstances, ideas and theories, and individuals’understanding and responses to diverse ways of viewing things and thinking. Rereading Dewey, this article suggests that these subtle features, or subtle “frames of reference,” help construct reflection. Consequently, to deepen critical reflection, these subtle features need to become accessible to people as additional objects of knowledge on which they may reflect.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"21 1","pages":"9 - 25"},"PeriodicalIF":1.0,"publicationDate":"2022-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47346543","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
Black and Blue Butterflies: The Transformative Journeys of Mothers Who Lost a Child to Suicide 《黑与蓝蝴蝶》：因自杀而失去孩子的母亲的转变之旅
IF 1
Journal of Transformative Education Pub Date : 2022-04-11 DOI: 10.1177/15413446221085463
Gina C. Whalen, E. Tisdell
{"title":"Black and Blue Butterflies: The Transformative Journeys of Mothers Who Lost a Child to Suicide","authors":"Gina C. Whalen, E. Tisdell","doi":"10.1177/15413446221085463","DOIUrl":"https://doi.org/10.1177/15413446221085463","url":null,"abstract":"The purpose of this study is to understand the experience of mothers who lost a child to suicide, and how they have learned to cope with their devastating loss. The study is grounded in transformative learning (TL) theory; the study design combined narrative inquiry and the first author’s autoethnographic experience. Data collection consisted of two sets of semi-structured interviews with each of the participants, and narrative analysis combined with thematic analysis revealed five interrelated themes regarding how the mothers learned to cope and move forward after their loss: experiencing distress, trying to make sense, making use of meaningful sources of comfort, taking action, and deepening reflection through metaphor and autoethnographic sharing. A concluding discussion offers implications for TL theory around extremely emotional events and the changing circumstances brought on by suicide loss.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"21 1","pages":"207 - 224"},"PeriodicalIF":1.0,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47556654","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
The Multiple Selves Framework in Transformative Learning 转型学习中的多重自我框架
IF 1
Journal of Transformative Education Pub Date : 2022-04-05 DOI: 10.1177/15413446211051278
Samuel C. Karpen
{"title":"The Multiple Selves Framework in Transformative Learning","authors":"Samuel C. Karpen","doi":"10.1177/15413446211051278","DOIUrl":"https://doi.org/10.1177/15413446211051278","url":null,"abstract":"In an appeal to establish transformative learning’s (TL) boundaries, Kegan (2000) implored researchers to identify “what from transforms?” As a social psychologist, I am particularly drawn to theorists who identify the self as the form that transforms; however, I argue that a model of the self that specifies how it is represented in memory offers advantages to the prevailing models of the self-advanced by transformative learning theorists. Since a multiple self-framework specifies how the self is represented in memory, it is more specific than previous models and it is amenable to research methods beyond retrospective reports. Additionally, it offers several explanations of how transformation may occur and provides an alternative explanation for incomplete transformations. In doing so, it adds to theories attempting to identify the form that transforms.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"20 1","pages":"268 - 280"},"PeriodicalIF":1.0,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45405056","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
Humanistic Mindfulness: A Bridge Between Traditional and Modern Mindfulness in Schools 人文正念:学校中传统与现代正念的桥梁
IF 1
Journal of Transformative Education Pub Date : 2022-04-04 DOI: 10.1177/15413446221084004
Yael Malin
{"title":"Humanistic Mindfulness: A Bridge Between Traditional and Modern Mindfulness in Schools","authors":"Yael Malin","doi":"10.1177/15413446221084004","DOIUrl":"https://doi.org/10.1177/15413446221084004","url":null,"abstract":"Mindfulness, which originated in the Buddhist tradition, has become popular in the West and has been integrated into schools. During this migration from a particular-traditional-religious context into a universal-modern-secular one, mindfulness has shed key ethical values and became a “science of happiness.” In addition, in the West it has taken on diverse interpretations, such that the original concept has become unclear. Thus, it is important to understand mindfulness in its original form before its implementation in schools. The gap between West and East can be bridged by incorporating important elements from traditional Buddhism—meditation, wisdom, and moral virtues, into Western mindfulness. Humanistic education already has similar elements incorporated into it and Social-Emotional Learning (SEL) programs have the potential to be the practical tool through which this holistic concept of mindfulness may be applied. In this manner, mindfulness in schools will be even more compatible with educational goals.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"21 1","pages":"102 - 117"},"PeriodicalIF":1.0,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44012513","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
Co-Creating a Transformative Learning Environment Through the Student-Supervisor Relationship: Results of a Social Work Field Placement Duo-Ethnography 通过师生关系共同创造一个变革性的学习环境：社会工作领域安置双民族志的结果
IF 1
Journal of Transformative Education Pub Date : 2022-04-01 DOI: 10.1177/15413446221079590
K. Calderwood, Larissa N. Rizzo
{"title":"Co-Creating a Transformative Learning Environment Through the Student-Supervisor Relationship: Results of a Social Work Field Placement Duo-Ethnography","authors":"K. Calderwood, Larissa N. Rizzo","doi":"10.1177/15413446221079590","DOIUrl":"https://doi.org/10.1177/15413446221079590","url":null,"abstract":"In an in-house third-year social work research placement, a duo-ethnography showed that the student–supervisor relationship had far more impact on transformative learning than the assigned placement tasks. A model for co-creating an environment of transformative learning is described, putting student learning and growth at the center. Attributes that contributed to a transformative learning environment included being Trustworthy, Respectful, Engaging, Caring, and Humble. A range of actions within each of these attributes is described. The findings showed that in this context, a crisis-type of disorienting dilemma did not occur. Rather, transformation evolved as part of a learning outcome that included the development of a professional identity as a social worker. Findings suggested the need for further exploration of the role that humility plays in reducing the power imbalance in the student–supervisor relationship. The importance of addressing self-care and avoiding models that risk perpetuating patriarchy in the student-supervisor relationship were highlighted.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"21 1","pages":"138 - 156"},"PeriodicalIF":1.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41456309","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
‘We Learned the Language of the Tree’ Ecovillages as Spaces of Place-Based Transformative Learning “我们学会了树的语言”生态村作为基于地点的转型学习空间
IF 1
Journal of Transformative Education Pub Date : 2022-03-22 DOI: 10.1177/15413446211068550
S. Pisters, H. Vihinen, Elisabete Figueiredo, A. Wals
{"title":"‘We Learned the Language of the Tree’ Ecovillages as Spaces of Place-Based Transformative Learning","authors":"S. Pisters, H. Vihinen, Elisabete Figueiredo, A. Wals","doi":"10.1177/15413446211068550","DOIUrl":"https://doi.org/10.1177/15413446211068550","url":null,"abstract":"This article explores learning processes that underpin ecovillages as place based ‘sustainability initiatives’. Through the theoretical lens of place- based transformative learning (PBTL), developed in earlier work (Pisters et al., 2019, 2020), empirical data from life-story interviews and photovoice sessions from three ecovillages is analysed and discussed. The results support, illustrate and deepen the meaning of the four dimensions of the theoretical framework: connection to place, compassionate connection, creativity and transgression. They show how the co-existence of ‘community’ and ‘disruption’ is essential in PBTL where community brings connection, cohesion and stability to a change process whereas disruption paves the way for disrupting old structures and experiment with new ones. This article shows how a change in inner consciousness is related to alternative practices and structures that re-define relationships with ourselves, other humans and the material, more-than-human world.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"21 1","pages":"59 - 83"},"PeriodicalIF":1.0,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43154173","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: 3
Beyond Western and Indigenous Perspectives on Sustainability: Politicizing Sustainability With the Zapatista Rebellious Education 超越西方和本土对可持续发展的看法:萨帕塔反叛教育将可持续发展政治化
IF 1
Journal of Transformative Education Pub Date : 2022-03-12 DOI: 10.1177/15413446221079595
L. Maison
{"title":"Beyond Western and Indigenous Perspectives on Sustainability: Politicizing Sustainability With the Zapatista Rebellious Education","authors":"L. Maison","doi":"10.1177/15413446221079595","DOIUrl":"https://doi.org/10.1177/15413446221079595","url":null,"abstract":"This article discusses the contributions of different worldviews to the debates on what a transformative sustainability education could be. It focuses on mainstream and alternative strands of thought present in the West, as well as Indigenous worldviews, taking the Zapatistas as an example. The Zapatista social movement of Mexico fights for the autonomy of Mayan communities and the preservation of their culture, social organization and relationship to nature, all of which centers on traditional Mayan cosmovision. To secure the survival of the culture and of the movement itself, these ecological values are included in the education system. The Zapatistas remind us that it is possible to rethink the world and the ideologies underlying the discourses on sustainability and suggest that taking a stand and organize politically should be at the center of an education for sustainability that aims at being transformative.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"21 1","pages":"41 - 58"},"PeriodicalIF":1.0,"publicationDate":"2022-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47545986","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
Book Review: The ideology of civic engagement: AmeriCorps, politics, and pedagogy 书评：公民参与的意识形态：美国军团、政治和教育学
IF 1
Journal of Transformative Education Pub Date : 2022-03-04 DOI: 10.1177/15413446221078218
K. Acheson
{"title":"Book Review: The ideology of civic engagement: AmeriCorps, politics, and pedagogy","authors":"K. Acheson","doi":"10.1177/15413446221078218","DOIUrl":"https://doi.org/10.1177/15413446221078218","url":null,"abstract":"","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48844660","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
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