A Case Study of Radical Adult Education and Transformative Learning through a Diverse Adult Learning Workshop

Abstract

This study reports on the transformative learning experience that occurred through a workshop course about adult learning. The course took on a new and exciting angle, with the book, Radicalizing Learning: Adult Education for a Just World. This text set up learning through the lens of democratic socialism, radicalized learning, and critical thinking/teaching. The course structure modeled these characteristics through the activities, assignments, and the instructor's approach to learning. The diverse backgrounds of the students, including race, sexual orientation, politics, and professions, created a unique opportunity to generate new knowledge together. Building on transformative learning and inclusive pedagogy, the instructor brought the learners into the development of the course from the beginning. The study follows the transformation of each individual and then suggests ways to transfer this to other settings.

Researching the Practice of Fostering Transformative Learning

“…These studies primarily focused on individual change where the practice of fostering TL was secondary to the overall intent of the research purpose. There were some exceptions (Bushell & Goto, 2011; Glowacki-Dudka et al, 2012). Seven of the studies involved undergraduate and graduate students in formal higher education settings, with a few in nonformal settings, such as African American homeless women participating in a shelter education program (Bridwell, 2012), farmers participating in a farmer education program in Kenya (Taylor, Duveskog, & Friis-Hansen, 2012), and participants of an executive training program (Ciporen, 2010).…”

“…From educators’ perspective, the goal of transformation is embedded in the curriculum and, to some degree, defines their primary role. Educators often select certain methods when striving to create a TL experience for their students, such as learner-centered teaching (Bushell & Goto, 2011; Perez, Uline, Johnson, James-Ward, & Basom, 2010; Stevens-Long, Schapiro, & McClintock, 2011; Taylor et al, 2012) and fostering critical reflection (e.g., Glowacki-Dudka et al, 2012). These studies also show how learners explain their transformative experiences within adult learning courses.…”

“…Primarily this is because there is a similar lack of clarity when referring to effective practices associated with fostering TL. For example, several studies refer to significant practices that seem to share meaning, such as “whole person learning” (Stevens-Long et al, 2011), “multiple dimensions of knowing” Glowacki-Dudka et al, 2012), “holistic” (Bridwell, 2012; Kostoulas-Makrakis, 2010; Taylor et al, 2012), and “affective component” (Ciporen, 2010). Furthermore, there is little explanation of what these practices look like in the educational setting, their related activities, and how they are managed by the educator and engaged by the students.…”

“…Furthermore, there is little explanation of what these practices look like in the educational setting, their related activities, and how they are managed by the educator and engaged by the students. Although a few studies referred to specific activities associated with these practices (holistic or whole person learning), such as yoga and laughing together (Glowacki-Dudka et al, 2012) or dancing and singing (Taylor et al, 2012), however, much is left unclear about to what degree and when and how these activities were used in relationship to other educational practices.…”

Menggapai Penguasaan Konseptual Teoretis dan Praksis: Implementasi Model Semi-Workshop dalam Perkuliahan Pengembangan Pembelajaran PKn SD

“…Karena itu pula, desain model perkuliahan Semi Workshop ini merupakan pembelajaran komunitas non tradisional atau kelompok yang mendorong untuk lebih kreatif dan perspektif multidimensi. (Glowacki-Dudka, et al, 2012). Dengan sistem Workshop ini juga, perbedaan fasilitator ataupun perbedaan lokasi geografis cenderung tidak mempengaruhi hasil yang menunjukkan hasil yang sama.…”