This paper traces the evolution of Jack 1vfezjrow l s transformative learning theory and its conceptualisation.lt discusses the three major influences, namely Thomas Khun)s philosophical conception of paradigm, Freire's conception of consden· tisation and consdousness growth, and Habermas' domains of learning and the discussion of language as communica tive action. The paper concludes with a discussion of the main concepts underlying the theory of transforrnative learning -a theory grounded in robust theoretical traditions -and presents a process of transformation which leads the adult learner through a process that initiates in a moment of disorientation and ends in transforrnative self~reflection that results in the transformation of one's perspective.

The increased diversification of classrooms in recent years has placed additional demands upon teachers who strive to facilitate the learning and participation of all pupils. The aim of the current study was to explore how primary teachers across Europe understand and respond to diversity in their classrooms. A total of 35 teachers from 7 countries (Czech Republic, England, Germany, Holland, Lithuania, Malta, Sweden) participated in semi-structured interviews. Analysis of the data yielded several key themes: (i) the need for caring and inclusive attitudes and school ethos, (ii) facilitating inclusive values and solidarity in pupils, (iii) building collaborative networks, (iv) organising 'responsive' teaching, and (v) facing challenges in responding to diversity. The implications of these findings for the development of inclusive practices are discussed.

This article is based on the project "Technology in the Heritage of Memory" conducted by the Universitat Rovira i Virgili in Tarragona between July and October 2007. This initiative was part of the multiregional European project "More Equal" (Igualdader), affiliated with the Equal Community Initiative, financed by the European Social Fund. It consisted of a series of workshops on basic computer skills, Internet navigation, and the use of photos and images aimed at women aged between 50 and 65 years, belonging to eight rural municipalities in the Region of Catalonia Montsiá. This study established that the digital divide is not only linked to a difference in the technological equipment or access to broadband. Instead, the main barrier that separates potential users of the network is general knowledge, basic English, and familiarity with hardware. These workshops showed that learning to use technology through cultural components, rhythms, and motives, actually helped the learning process. Thus, women who participated not only achieved a Gender, Technology and Development 15(1) 159-174

Both Bildung and transformative learning theory focus on the transformative nature of education. Even though they have been developed in different continents and fairly independently of each other, they intersect, and at face value, they might appear to be very similar to each other. Both notions, though are perceived differently by diverse individuals, and even though these numerous perceptions do overlap at times, they also contrast on various points. This article gives a critical review of literature to help understand the similarities and differences between these two notions and outlines their importance in discourses surrounding education.

This study investigates whether a structured multisensory programme of early literacy' ('M-POW'R -Multisensory Programme of Writing and Reading (Muscat, unpublished early literacy programme) implemented in a Maltese private school is perceived by teachers using it as an inclusive strategy, as respectful of the learning modalities molding and shaping each learner's path through learning. This study makes use of the interactive learning model proposed by Johnston (1994Johnston ( , 1996Johnston ( , 2006Johnston ( , 2007Johnston ( and 2009 and explores the extent this multisensory early literacy programme compliments the four learning patterns proposed in Johnston's theory. This research embraces and is underpinned by a number of philosophies and frameworks, namely the social model approach to disability and beyond (Barnes & Mercer, 1997;Barton & Oliver;Oliver, 1992;, the Adams' Model of Reading (1990), Piagetian genetic epistemology (Schwebel & Raph, 1973) , Vygotskian concept of scaffolding, (Steffe & Gale, 1995; Ormrod, 2007) and the concept of Universal Design Learning and Inclusive strategies (Falzon, 2010;Hegarty, 1993;Mengon & Hart, 1991;Pugach 1995;Tod, 1999;Rose & Meyer 2002;Turnbull, Turnbull & Wehmeyer, 2010). The data were collected through a questionnaire given to all nine teachers working with the Early Years of the school. Teachers unanimously perceived the multisensory programme as respectful of the four learning patterns to each of the 16 themes in the questionnaire. In line with the aims and ethos of the 'M-POW'R programme, the more predominant learning patterns were Technical and Sequential, followed by Confluence and Precision respectively. Statistical differences were only found in four themes. The confidence interval in this study is very high and therefore inference to the actual mean can be made. This study confirms that the structured multisensory ResumenEste estudio investiga si un programa estructurado multisensorial de alfabetización temprana (' M-POW'R -Programa Multisensorial de Escritura y Lectura (Muscat), puesto en práctica en una escuela privada maltesa, es percibido por los profesores que lo usan como una estrategia global, respetando el proceso personal del que aprende. Este estudio utiliza el modelo de estudio interactivo propuesto por Johnston (1994, 1996, 2006, 2007 y 2009) y analiza el grado de cumplimiento del programa según los cuatro patrones de aprendizaje propuestos en la teoría de Johnston.Esta investigación se sustenta en diversas teorías filosóficas relativas a la discapacidad (Graneros y Mercer, 1997; Barton y Oliver;Oliver, 1992;, el Modelo de Adán de Leer (1990), la epistemología genética de Piagetian (Schwebel y Raph, 1973), el concepto de estructura de Vygotskian, (Steffe y Viento fuerte, 1995; Ormrod, 2007) y el concepto de Estudio de Diseño Universal y estrategias Globales (Falzon, 2010;Hegarty, 1993; Mengon y Venado, 1991;Pugach 1995;Tod, 1999; Rosa y Meyer 2002; Turnbull, Turnbull y Wehmeyer, 2010).Los datos fueron recogidos mediante un cuestiona...