New Forms of Transformative Education

Abstract

Questions abound in the literature and in practice about how best to advance social justice among groups who are content to ignore the chorus of marginalized voices pressing for social change. This qualitative study of 20 community-based practitioners explored how to assist the transformation of privileged learners on issues of race, class, and gender when they are in the training rooms. Pedagogy for the privileged presents an opportunity to enhance the effectiveness of adult educators who work with privileged learners on a daily basis in antiracism and diversity training, human rights development, leadership training, sensitivity training, and organizational development workshops. This article describes how grassroots educators understand the transformation process, including its ethical dimensions, and presents a new model for this pedagogy based on confidence shaking and confidence building.

Preparing US teachers for critical global education

“…How then might we approach the global education of those students who fit into neither of the aforementioned groups? We might want to understand them as students of privilege whose identities require 'pedagogy of the privileged' (Curry-Stevens 2007). Assigning the status of privileged or oppressed to any group is neither a simple nor uncontested task, but determining who occupies these positions on a global scale is even more complex.…”

“…That being said, we do not want to ignore that certain student populations in the United States possess more power than do others, both nationally and internationally. The anticipated resistance from more privileged communities, particularly white, American-born, middle-or upper-class communities, demands that global educators teaching these student populations engage in 'pedagogy of the privileged' (Curry-Stevens 2007). In order to enhance the possibility of successful, transformative education that will produce powerful allies for progressive global change, teachers must work to diminish among students feelings of guilt, fear and discomfort that build walls of resistance that impede any engagement at all.…”

Teaching Participation in Occupations to First Year Occupational Therapy Students: An Action Research Study

“…These recorded and live narratives were chosen not only to stimulate thought and discussion but also to provoke emotional responses. We intentionally sought to assist our students in their transformation as allies in the struggle for occupational justice with their future service users (Curry-Stevens 2007).…”

Evolving on purpose: Results of a qualitative study to explore how public youth system reform advocates apply anti-oppressive practice frameworks in a collaborative training and action process

“…It is the revision of a frame of reference in concert with reflection and experience that is addressed by the theory of perspective transformation -a paradigmatic shift. (Taylor, 2008, p. 8) A significant literature has developed in the last ten years focused on the unique challenges and opportunities inherent in teaching anti-oppressive theory and practice content (Adams, Bell, & Griffin, 2007;Campbell, 2002;Chand, Clare, & Dolton, 2002;Curry-Stevens, 2007;Generett & Hicks, 2004;Jefferey, 2005;Kumashiro, 2000;Mishna & Bogo, 2007;Nicotera, 2009;Ortiz & Jani, 2010;Pewewardy, 2007;Rich & Cargile, 2004;Van Gorder, 2007; Van Wormer & Wagner, 2005). Within this literature are insights on pedagogical dimensions to transformative learning, particularly in the context when the topic is contested and challenging to the status quo, such as privilege, racism, institutional racism and oppression, and an array of inequities that connect to each learner in intimate and uneven ways, depending on one's social location and identity.…”