Transformative learning theory and migration: Having transformative and edifying conversations

Eschenbacher, Saskia

doi:10.3384/rela.2000-7426.ojs1678

Cited by 7 publications

(7 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This is the first study to demonstrate self-efficacy as a partial mediator between acculturation and respite care knowledge. Immigrant caregivers' self-efficacy with respect to respite care knowledge is the confidence held that one is able to execute respite care actions, which are related to immigrant caregivers' self-reflection, based on the transformative learning model [43]. Accordingly, self-reflection could be a part of nursing education, which supports immigrant caregivers' learning [44] and in turn can promote immigrant caregivers' self-efficacy under the process of migration adaptation.…”

Section: Discussionmentioning

confidence: 99%

Self-Efficacy Mediates Acculturation and Respite Care Knowledge of Immigrant Caregivers

Kuo

Chen

Huang

et al. 2021

IJERPH

View full text Add to dashboard Cite

Past studies have shown that acculturation and self-efficacy can affect respite care knowledge, which are notable issues among immigrant caregivers due to the rapid increasing aging family members. The aim of this study was to investigate relationships among acculturation, self-efficacy, and respite care knowledge in immigrant caregivers, and to determine the mediating effects of self-efficacy on the relationship between acculturation and respite care knowledge. A cross-sectional design was used. We enrolled 134 female immigrant caregivers who had married Taiwanese men and lived with care recipients who used LTC services. Based on Baron and Kenny’ mediating analytic framework, multiple regression and Sobel tests were used to examine whether self-efficacy mediated the relationship between acculturation and respite care knowledge. The findings showed that after controlling for confounding factors, acculturation and self-efficacy separately affected respite care knowledge (B = 0.229, standard error (SE) = 0.084; B = 0.123, SE = 0.049, respectively). Acculturation had a positive impact on respite care knowledge through self-efficacy (B = 0.181, SE = 0.084). Therefore, self-efficacy partially mediated the effect of acculturation on respite care knowledge, and accounted for 20.9% of the total mediating effect in this study. Acculturation predicted immigrant caregiver’ respite care knowledge partially through self-efficacy. The association between acculturation and respite care knowledge was partially mediated by immigrant caregivers’ self-efficacy. As a result, it was proposed that boosting self-efficacy could increase and drive immigrant caregivers’ respite care knowledge. To assist this population in obtaining enough resources, targeted educational programs to promote immigrant caregivers’ self-efficacy should be designed and implemented. Furthermore, health care practitioners should be aware of the relevance of immigrant caregivers’ acculturation.

show abstract

Section: Discussionmentioning

confidence: 99%

Self-Efficacy Mediates Acculturation and Respite Care Knowledge of Immigrant Caregivers

Kuo

Chen

Huang

et al. 2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…It is the coercive power of the better argument and a (tentative) consensus that frame Mezirow (1991Mezirow ( , 2012 idea of transformative learning and the space where it can take place. The Habermasian notion of rational discourse with the conception of the ideal speech situation (Habermas, 1984(Habermas, , 1987) is located at the center of the theory (Eschenbacher, 2020).…”

Section: From Rational Discourse To Transformative Conversations -The...mentioning

confidence: 99%

“…Through the process of edification, learners can face the incoherence they experience as disorienting when they face potentially transformative decisions and experiences. As an extension of transformative learning's notion of discourse, the concept of transformative conversation (Eschenbacher, 2020) proposes edification within interpersonal conversations as a means to create safe enough spaces besides the idea of exchanging arguments within rational discourse.…”

Section: From Rational Discourse To Transformative Conversations -The...mentioning

confidence: 99%

“…Section "From Rational Discourse to Transformative Conversations -the Interpersonal Level of Safe Enough Spaces" discusses how safe enough spaces can be developed on the interpersonal level of human communication. It broadens the perspective of Habermas' "ideal speech situation" (1984Habermas' "ideal speech situation" ( /1987 within transformative learning and pleads for more "edifying conversations" (Arcilla, 1995;Eschenbacher, 2020) 1 . Section "Challenging and Transforming the Embedded Dysfunctional Tendencies in Higher Education From Within -the Systemic Level of Safe Enough Spaces" explores how the learning environments of higher education institutions (at the organizational and systemic level) are influenced by the dynamics of economization strategies that privilege market and competition principles and therefore do not offer students safe enough spaces for transformative learning.…”

Section: Introduction: Facing Crises Of Unsustainabilitymentioning

confidence: 97%

See 1 more Smart Citation

Facing Crises of Unsustainability: Creating and Holding Safe Enough Spaces for Transformative Learning in Higher Education for Sustainable Development

et al. 2022

Self Cite

View full text Add to dashboard Cite

The multiple crises of unsustainability are provoking increasing stress and unpleasant emotions among students. If higher education is to fulfill its mission to support transformation processes toward sustainable development, it must adapt its pedagogical approaches to help students deepen their critical thinking and empower them to engage in these transformation processes. For this reason, emotions – which can also prevent critical thinking – should be carefully addressed within transformative learning journeys. However, these journeys are themselves challenging for learners and educators. They push them to abandon stable meaning perspectives, causing feelings of incoherence and tension. Learners need safe enough spaces to navigate these situations of uncertainty. The central questions of this manuscript are: What is meant by safe enough spaces? How can learners, educators, and higher education institutions create and hold such spaces? These questions are explored on three different levels: (1) the intrapersonal level, (2) the interpersonal level, and (3) the organizational and systemic level of discourses in higher education. For the intrapersonal level, perspectives inspired by neurobiology are used to discuss reaction patterns of our autonomous nervous system and present insights into stress development. Learners should feel bodily safe when engaging in transformative learning processes. This is supported by balancing the challenges learners face with the resources they have. For the interpersonal level, the manuscript argues that focusing solely on rational discourse is insufficient to support safe enough spaces for transformative learning. We call for a culture of edifying conversations supported by respectful relationships among learners, as they are more adequate for regaining self-direction. For the organizational and intertwined systemic level, the ambition is followed to make higher education institutions offer learning environments that feel safe enough for all involved. However, as these institutions are strongly influenced by dynamics of economization and competition, they do not necessarily empower learners to challenge and disrupt unsustainable and neoliberal discourses. The manuscript explores how learners and educators can cultivate engaged critique by acknowledging their own embeddedness in neoliberal dynamics and opening up so-called transformative spaces for institutional change. Finally, recommendations for educational practices in higher education for sustainable development are offered.

show abstract

“…They demand less of an assimilationist and deficit-oriented “pedagogy for the public” (Biesta, 2012) and criticize the role of instructors (Heinemann & Sarabi, 2020). Instead, they argue for more open and respectful approaches, such as those found in transformative learning (Eschenbacher, 2020), or a pedagogy of dreaming and a pedagogy of courage (Heinemann & Monzo, 2021), which also imply that host societies reflect upon their own assumptions and values (Wildemeersch, 2017). Related to that, Robak (2015) notes that Germany is lacking an integration concept with respect to adult education.…”

Section: Theoretical Considerations and Research Hypothesesmentioning

confidence: 99%

Scaling up and Crowding out: How German Adult Education Centers Adapted Course Offers to Refugee Integration

Thomsen

Weilage

2021

Adult Education Quarterly

View full text Add to dashboard Cite

Language skills are central to refugee integration and the availability of language courses could thus be a limiting factor. We explore how the most important provider of language courses in Germany, adult education centers (VHS), adapted their course supply to the refugee wave of 2015/2016. Our results highlight two channels through which the local environment can affect opportunities for participation in adult learning: First, exploiting the quasi-random allocation of refugees to counties, we causally estimate by how much VHS scaled up their German language course (DAF) supply as a reaction. Moreover, we show that DAF courses were created almost exclusively at the cost of other courses, that is, by crowding out. Second, we uncover heterogeneities in scaling success. VHS with more prior DAF course experience and larger VHS adapted better, which shows the relevance of initial conditions in course offers.

show abstract

Transformative learning theory and migration: Having transformative and edifying conversations

Cited by 7 publications

References 22 publications

Self-Efficacy Mediates Acculturation and Respite Care Knowledge of Immigrant Caregivers

Self-Efficacy Mediates Acculturation and Respite Care Knowledge of Immigrant Caregivers

Facing Crises of Unsustainability: Creating and Holding Safe Enough Spaces for Transformative Learning in Higher Education for Sustainable Development

Scaling up and Crowding out: How German Adult Education Centers Adapted Course Offers to Refugee Integration

Contact Info

Product

Resources

About