Disorientation as a Learning Objective: Applying Transformational Learning Theory in Participatory Action Pedagogy

Abstract

As the field of planning stretches toward redressing the injustices of past land use patterns through reparative practices, student learning needs to include socio-emotional, as well as technical and intellectual, skill-building. Pedagogy should increase the planner’s ability to recognize systems of oppression and center lived expertise in decision-making processes. Transformational learning theory considers the mechanisms through which place-based learning expands student worldviews through exposure to other ways of knowing. Reflecting on a participatory action course through the analytical lens of transformational learning theory, this paper considers the pedagogical and ethical challenges and opportunities for planning education through collaborative action.

Unlocking Opportunities: A Practical Examination of Free Online Micro-credentials in Teacher Professionalization

“…Additionally, in line with transformational learning theory (Wilson 2020), the dedication to ongoing education despite financial constraints emphasizes the idea of lifelong learning. This theory posits that individuals endure transformative changes because of critical reflection and new knowledge; the researcher's commitment exemplifies this perspective (Mercer & Mcdonagh, 2021;Wilson, 2020).…”

Introduction: Accepting the Challenges to Our Ways of “Knowing”

“…Others look at these same challenges not as disruptive but as opportunities for new ways of learning. Clearly, the truth is that both views are relevant and both perspectives matter (Wilson, 2020). It is timely that several papers in this issue examine global education through the lens of "transformative learning.…”