How ideas of transformative learning can inform academic blogging

Abstract

This paper looks at blogging by academics and argues that there is a niche role for an academic blog informed by principles of transformative learning. I begin by describing my experiences of blogging, first, as a reader while carrying out my own doctoral research, next, as a teacher introducing blogs to my students, then as a writer of my own journal blog. I suggest that transformative learning principles provide a frame of reference for understanding these experiences, in particular, by offering an idea of autonomy which puts subjective experience in social contexts. I then suggest that academics interested in transformative learning might learn a more engaging style of writing from bloggers.

Critical Conscience for Construction of Knowledge in Mathematics Education

“…Transformative education emphasizes problematic frames of reference and assumptions to change educational practices into an inclusive and democratic environment by shifting practitioners' thoughts, selfawareness, and consciousness of who they are and what their responsibilities, accountabilities, identities, values, and beliefs are (Mezirow, 2003). Therefore, mathematics educators have a high time of revisiting their taken-forgranted practices, roles, and responsibilities to develop a root of transformation from a different perspective, challenging the status quo (Hamm, 2016). Nepali mathematics educators may embrace the notion of transformative pedagogy by encouraging teachers to practice questioning pedagogy, doubting the existing knowledge and practice, and challenging the status quo with the hope of enhancing critical awareness, as suggested by Mezirow (1997).…”

“…Transformation is the change in thoughts, self-awareness, raising consciousness, generating new self-views or perspectives, making meaning through critical self-reflection, and changing the deep-seated values and beliefs (Mezirow, 2003). The phenomenon of transformation in teachinglearning and assessment may challenge the status quo and taken-for-granted structures and practices in education (Hamm, 2016). The following narrative excerpts are participants' views on students' construction of mathematical knowledge through formation, fusion, frame, and faculty.…”

“…Likewise, transformation in education brings a change in one's thoughts, self-awareness, consciousness, and creative views (Mezirow, 2003). The root of transformation comes from the individual's self through looking at the ideas and assumptions from a different perspective and challenging the status quo (Hamm, 2016).…”

Mathematics Pedagogies and Assessment Practices in Semester System at Tribhuvan University

“…Transformation is a mental shift or transformation that involves self-awareness, raising consciousness, creating new self-views or perspectives, transforming deeply ingrained values and beliefs, and creating meaning via critical self-reflection (Mezirow, 2003). By challenging the current quo and examining ideas and presumptions from various angles, the transformation takes place within the individual (Hamm, 2016). Transformative pedagogy is the process of changing educational practices in the classroom and other settings through critical self-and other reflection on experiences to enhance current teaching practices.…”