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Journal of Transformative Education最新文献

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Editor’s Note April 2022 Issue 编者按2022年4月号
IF 1
Journal of Transformative Education Pub Date : 2022-02-24 DOI: 10.1177/15413446221084914
Somanita Kheang
{"title":"Editor’s Note April 2022 Issue","authors":"Somanita Kheang","doi":"10.1177/15413446221084914","DOIUrl":"https://doi.org/10.1177/15413446221084914","url":null,"abstract":"","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"20 1","pages":"83 - 87"},"PeriodicalIF":1.0,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49645904","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
Transformative Learning in Fijian Primary Schools: A Case Study of Australian University Students’ International Experiences 斐济小学的变革性学习——以澳大利亚大学生的国际经验为例
IF 1
Journal of Transformative Education Pub Date : 2022-02-09 DOI: 10.1177/15413446211051094
V. Chandra, Carly J. Lassig, Donna Tangen
{"title":"Transformative Learning in Fijian Primary Schools: A Case Study of Australian University Students’ International Experiences","authors":"V. Chandra, Carly J. Lassig, Donna Tangen","doi":"10.1177/15413446211051094","DOIUrl":"https://doi.org/10.1177/15413446211051094","url":null,"abstract":"Service-learning is used by universities to promote community engagement thatbenefits both the students and the recipient community; however, evidence largely demonstrates only the shortterm effects of such experiences. This paper presents ananalysis of the transformational learning of a group of Australian students who travelled to Fiji in an organised service-learing project. Using Kiely's model oftransformational learning, this case study describes the dissonance felt by a sub-groupof three (n = 3) students, from a cohort of thirteen (n = 13), who subsequently used this transformational learning to make major changes in their career and life goals. Rather than being adversely affected by the dissonance they experienced, these students used this learning as an opportunity for personal and professional growth. These findings support the notion that service-learning has the potential to provide students with challenging, life-changing opportunities that can have long-lasting effects.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"20 1","pages":"344 - 360"},"PeriodicalIF":1.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48202316","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
Making Connections in Challenging Times - The Transformative Potential of Poetry for Critical Global Education 在充满挑战的时代建立联系——诗歌对全球批判性教育的变革潜力
IF 1
Journal of Transformative Education Pub Date : 2022-02-08 DOI: 10.1177/15413446211063834
E. Dillon
{"title":"Making Connections in Challenging Times - The Transformative Potential of Poetry for Critical Global Education","authors":"E. Dillon","doi":"10.1177/15413446211063834","DOIUrl":"https://doi.org/10.1177/15413446211063834","url":null,"abstract":"The transformative role of global education (GE) has come to the fore in recent years in the face of increasingly complex and challenging global development realities. At the heart of this is a call for learning which enables people to make connections beyond simplifications but which address divisions and inequalities. Despite the rhetoric, GE is not always as critical or transformative as it aspires to be. Here, I focus on how poetry can support educators to make connections with complexity, diversity and alternatives that, I argue, are needed to address contemporary global challenges. Inspired, in part, by the proliferation of interest in poetry since the COVID-19 pandemic, I draw on research conducted with global education facilitators in Ireland in 2016. Through the discussion of a few examples, I invite educators to reflect on how they might engage with poetry to enhance the transformative potential of GE in their own contexts.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"20 1","pages":"396 - 413"},"PeriodicalIF":1.0,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48977242","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
Revisiting the Nature of Transformative Learning Experiences in Contemplative Higher Education 反思高等教育中变革性学习体验的本质
IF 1
Journal of Transformative Education Pub Date : 2022-02-07 DOI: 10.1177/15413446211067285
Olen Gunnlaugson, Renata Cueto de Souza, Steven Zhao, Allen Yee, Charles Scott, H. Bai
{"title":"Revisiting the Nature of Transformative Learning Experiences in Contemplative Higher Education","authors":"Olen Gunnlaugson, Renata Cueto de Souza, Steven Zhao, Allen Yee, Charles Scott, H. Bai","doi":"10.1177/15413446211067285","DOIUrl":"https://doi.org/10.1177/15413446211067285","url":null,"abstract":"We are interested in the transformative potentials of intersubjectivity as it is enacted through second-person contemplative approaches. Our work here focuses on contemplative practice as a pedagogy that reveals and enacts intersubjectivity within postsecondary education. How might contemplative higher education practice as a pedagogy enable students to access these underlying intersubjective dimensions, thus creating conditions for a shift in the forms of transformative learning that affect the nature of the learner’s consciousness as well as their overall journey of transformation through the course of their studies? We review the theoretical and research literature on postsecondary contemplative education, particularly in its intersubjective dimensions, and then offer data from a qualitative study involving students enrolled in a graduate program in contemplative inquiry that offers evidence of the transformative potentials of these intersubjective, contemplative approaches to learning and inquiry.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"21 1","pages":"84 - 101"},"PeriodicalIF":1.0,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48427193","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
Creating Transformative Interdisciplinary Learning Opportunities for College Students 为大学生创造变革性跨学科学习机会
IF 1
Journal of Transformative Education Pub Date : 2022-02-04 DOI: 10.1177/15413446211066934
M. Bass, Kerry-Ann B. Dompierre, M. McAlister
{"title":"Creating Transformative Interdisciplinary Learning Opportunities for College Students","authors":"M. Bass, Kerry-Ann B. Dompierre, M. McAlister","doi":"10.1177/15413446211066934","DOIUrl":"https://doi.org/10.1177/15413446211066934","url":null,"abstract":"Collaboration across multiple perspectives enhances the potential for innovative solutions to the complex issues of our time. An interdisciplinary education (IDE) community of practice (CoP) proved to be a catalyst for bringing together interested faculty from across a large public college to create an IDE learning event focused on homelessness. Using a qualitative research approach, we explored the process and impact on student learning. Four main themes emerged: authentic engagement, transcending perspectives, collective responsibility, and cultivating curiosity. The first three themes identify the transformative power of IDE, while the last theme highlights the challenge of remaining open to differing perspectives. We learned the value of incorporating perspectives beyond strictly disciplinary views, such as narratives from those directly impacted by homelessness—to stimulate empathy, transformation, and the will to act.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"21 1","pages":"118 - 137"},"PeriodicalIF":1.0,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65436520","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
Tentacular Classrooms: Feminist Transformative Learning for Thinking and Sensing 帐篷教室：女性思维和感知的变革性学习
IF 1
Journal of Transformative Education Pub Date : 2022-02-01 DOI: 10.1177/15413446211068556
Jennifer Branlat, J. Velasquez, Ingvil Hellstrand
{"title":"Tentacular Classrooms: Feminist Transformative Learning for Thinking and Sensing","authors":"Jennifer Branlat, J. Velasquez, Ingvil Hellstrand","doi":"10.1177/15413446211068556","DOIUrl":"https://doi.org/10.1177/15413446211068556","url":null,"abstract":"Integrative transformative learning in a feminist perspective asks students to engage in potentially troublesome and unsettling debates, to confront their own privilege and situated knowledges, and to experiment with conventional boundaries for knowledge production. We introduce the idea of the “tentacular classroom” grounded in the work of Haraway on tentacular thinking to show the ways in which the learning encounter, figured as a tentacular organism, allows for co-production and multiplicity in knowledge production. Through two illustrative examples from gender studies classrooms, we show what is at stake when unruly tentacles become involved in disrupting the boundedness imposed on teaching and learning in the neo-liberal university context. We conclude that a tentacular classroom entails confrontations with troublesome knowledges but also with troublesome unlearning as well, leading teachers and learners to an alternative point of departure for the learning encounter.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"21 1","pages":"26 - 40"},"PeriodicalIF":1.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46399659","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
SARS-CoV-2 variants and vaccination. SARS-CoV-2 变体和疫苗接种。
Journal of Transformative Education Pub Date : 2022-01-01 Epub Date: 2022-02-08 DOI: 10.15212/zoonoses-2022-0001
Yang Liu, Jianying Liu, Pei-Yong Shi
{"title":"SARS-CoV-2 variants and vaccination.","authors":"Yang Liu, Jianying Liu, Pei-Yong Shi","doi":"10.15212/zoonoses-2022-0001","DOIUrl":"10.15212/zoonoses-2022-0001","url":null,"abstract":"<p><p>The severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) has caused global destruction since its emergence in late 2019. Over the past two years, the virus has continuously evolved in human host, leading to emergence of variants with changed viral transmission, disease severity, and evasion of immunity. Although vaccines have been developed for the coronavirus disease 2019 (COVID-19) at an unprecedently pace, the variants have constantly posed threats to the effectiveness of the approved vaccines. In this short communication, we review the key variants and discuss their implications in viral replication, transmission, and immune evasion.</p>","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8909890/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87512181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Using Text via Dialectical Journals to Nurture Liminal Spaces in Teacher Education 运用辩证期刊文本培育教师教育的极限空间
IF 1
Journal of Transformative Education Pub Date : 2021-12-27 DOI: 10.1177/15413446211058139
Stephanie L. Dodman, Nancy Holincheck, Rebecca L. Brusseau
{"title":"Using Text via Dialectical Journals to Nurture Liminal Spaces in Teacher Education","authors":"Stephanie L. Dodman, Nancy Holincheck, Rebecca L. Brusseau","doi":"10.1177/15413446211058139","DOIUrl":"https://doi.org/10.1177/15413446211058139","url":null,"abstract":"This article shares the findings of a study examining the use of dialectical journals as liminal spaces for the development of critical reflection in practicing teachers. In an online graduate course on critical teacher inquiry designed to foster teachers as antiracist multicultural educators, teachers engaged in dialogue with themselves as they responded to self-selected text segments in assigned readings throughout the course. Using Mezirow’s theory of transformation and specifically the typology of critical reflection of assumptions and critical self-reflection of assumptions, we analyzed the online dialectical journals of 23 teachers to better understand how their engagement with key texts both represented and influenced their reflective development and engagement in transformational learning. We conclude the journals to be powerful liminal spaces for teachers to engage in reframing of their assumptions.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"20 1","pages":"325 - 343"},"PeriodicalIF":1.0,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45760222","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
Corrigendum to Capturing Transformative Moments in a Participatory Values-Based Event 在参与性价值观为基础的活动中捕捉变革时刻的更正
IF 1
Journal of Transformative Education Pub Date : 2021-12-19 DOI: 10.1177/15413446211058924
{"title":"Corrigendum to Capturing Transformative Moments in a Participatory Values-Based Event","authors":"","doi":"10.1177/15413446211058924","DOIUrl":"https://doi.org/10.1177/15413446211058924","url":null,"abstract":"Dike, F. O., &amp; Chukwuorji, J. C. (2021). Capturing Transformative Moments in a Participatory Values-Based Event. <i>Journal of Transformative Education</i>. https://doi.org/10.1177/1541344621996247. First published OnlineFirst on April 8, 2021.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"13 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138496118","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
Dialogue Across Social Differences, Forms of Knowledge and Intellectual Traditions 跨越社会差异、知识形式和知识传统的对话
IF 1
Journal of Transformative Education Pub Date : 2021-12-15 DOI: 10.1177/15413446211066267
F. Finnegan
{"title":"Dialogue Across Social Differences, Forms of Knowledge and Intellectual Traditions","authors":"F. Finnegan","doi":"10.1177/15413446211066267","DOIUrl":"https://doi.org/10.1177/15413446211066267","url":null,"abstract":"","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"20 1","pages":"3 - 8"},"PeriodicalIF":1.0,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42582469","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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