Transformative learning and the hidden dynamics of transformation

Abstract

Transformative learning is 'an approach to teaching based on promoting change, where educators challenge learners to critically question and assess the integrity of their deeply held assumptions about how they relate to the world around them'. While it seems to be clear what is subject to change (assumptions), apparently it is less obvious how we can (critically) reflect on assumptions, especially since most of them operate outside of our awareness. The question that follows is: How can we bring these hidden assumptions into our awareness, so that it can be subject to change and transformation? Therefore, the purpose of this paper is threefold: We need to (1) have a more nuanced understanding of how we can help adult learners in practice to explore their 'assumptive clusters', to (2) better understand what helps or prevents learners from transforming their existing assumptions and therefore fosters or inhibits processes of transformation, and to (3) provide some concrete tools, that practitioners can use to enhance their (reflective) practice, teaching transformatively.

Nice for What? The Contradictions and Tensions of an Urban District’s Racial Equity Transformation

“…Prior studies have demonstrated that schooling is rooted in White logics, and the sociohistorical context significantly impacts the academic achievement of Black boys [58,63,64]. Our study aligns with the work of these scholars, emphasizing that racial equity must be addressed at the organizational, school, and district levels, and leaders must comprehend the embeddedness of White logics and the necessity for disruption.…”

“…These findings potentially lead to recurring barriers to change and issues that undermine the change processes and spur transformation [58]. Also, we found leaders raised contradictions that were central aspects of their leadership, such as buy-in and fostering a safe space for teachers, accountability measures, and conflating equality with equity.…”

The Dual-Challenge of Teaching Online in a Foreign Land: Understanding Western Foreign Teachers’ Professional Identity and Confidence Development via a Transformative Learning Lens

“…Jack Mezirow—the founder of transformative learning (TL) theory, claims TL facilitates adult learners’ learning through generating individual stories and evaluating their past beliefs and experiences (Mezirow, 1997a ). Mezirow and many scholars believe that reflective practice is the core of TL (Anand et al, 2020a , 2020b ; Cho & Johnson, 2020 ; Daniëls et al, 2020 ; Eschenbacher, 2020 ; Eschenbacher & Fleming, 2020 ). Through reflection, one can acquire insights about oneself (Anand et al, 2020a ; Welch et al, 2020 ).…”

“…A series of reflective practices lead to the alignment of actions that can further refine people’s mental habits and points of view (Mezirow, 1996 , 1997b , 2003 ). Reflective discourse allows participants to make space for new understandings of themselves and others, which helps them to identify skills and strengths in an appreciative environment (Eschenbacher, 2020 ). Mezirow ( 1998 ) agrees with Taylor ( 1994 ) that reflective discourses enable participants to gain a critical awareness of assumptions and transform them to become more open, integrative, and inclusive.…”

Promoting Transformative Learning Through Independent-Study Campus (MBKM) in Higher Institutions During the COVID-19 Pandemic

“…It is important to apply transformative learning, especially to students who have only received learning using traditional models. Transformative learning can promote change with an approach that challenges students to be more critical of the surrounding environment (Eschenbacher, 2020).…”