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This critical literature review is an attempt to build upon the theoretical debate of Mezirow's transformative learning theory by investigating what the empirical studies have to say about a perspective transformation. The review finds much support for Mezirow's theory, but at the same time suggests a need to reconceptualize the process of a perspective transformation. The review discloses a learning process that needs to recognize to a greater degree the significant influence of context, the varying nature of the catalyst of the process, the minimization of the role of critical reflection and increased role of other ways of knowing and relationships, and an overall broadening of the definitional outcome of a perspective transformation. Research needs to continue, particularly in the areas of cultural diversity, the fostering of transformative learning in the classroom, and the nature of and relationship between critical reflection and other ways of knowing. Designs of research including other methods beyond interviews, such as observations and content analysis in an ongoing educational context, would also be valuable.

Intercultural competency is an adaptive capacity based on an inclusive and integrative world view which allows participants to effectively accommodate the demands of living in a host culture. Resea cultural competency over the last 25 years has ted to focus on identifying characteristics of participants indicative of successful intercultural experiences. Little if any research has approached the concept of intercultural competency from a learning perspective tat is, how participants learn to become interculturally competent The field of adult eda offers transformative learning theory that seems to partially explain this process. This study had a two-fold purpose: (a) to delineate the learning process of intercultural competency, and (b) to explore the theory of perspective transformation as a possible explanation for the learning and changes participants experience. The design of the study was qualitative, involving in-depth interviews with 12 interculturally competent participants. Analysis of the data resulted in a model illustrating the learning process of becoming interculturally competent The second part of the study revealed that Mezirow'stheoryofperspectivetransformationpartiallyexplainstheleaningprocess of intercultural competency. While both models share similar properties, this research extends our understanding of the theory of perspective transformation, particularly in the area of critical reflection.

There is an instinctive drive among all humans to make meaning of their daily lives. Because there are no enduring truths, and change is continuous, we cannot always be assured of what we know or believe. It therefore becomes imperative in adulthood that we develop a more critical worldview as we seek ways to better understand our world. This involves learning "how to negotiate and act upon our own purposes, values, feelings and meanings rather than those we have uncritically assimilated from others" (Mezirow and Associates, p. 2000, p. 8). Developing more reliable beliefs, exploring and validating their fidelity, and making informed decisions are fundamental to the adult learning process. It is transformative learning theory that explains this learning process of constructing and appropriating new and revised interpretations of the meaning of an experience in the world.Thirty years ago, when Jack Mezirow (1978) first introduced a theory of adult learning, it helped explain how adults changed the way they interpreted their world. This theory of transformative learning is considered uniquely adult-that is, grounded in human communication, where "learning is understood as the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one' s experience in order to guide future action" (Mezirow, 1996, p. 162). The transformative process is formed and circumscribed by a frame of reference. Frames of reference are structures of assumptions and expectations that frame an individual' s tacit points of view and influence their thinking, beliefs, and actions. It is the revision of a frame of reference in concert with reflection on experience that is addressed by the theory of perspective transformation-a paradigmatic shift. A perspective transformation leads to "a more fully developed (more functional) frame of 5 1

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