A Critical Race Analysis of Travel for Transformation: Pedagogy for the Privileged or Vehicle for Socio-Cultural Transformation?

Assessing Academics’ COVID-19-Induced Emergency Remote Teaching Experiences Using Transformative Learning Theory

“…While this study did not find significant differences based on gender, the results on race confirm Bridwell’s (2013) findings that groups often regarded as marginalized may experience epistemological complexity, which influences transformative learning. The findings of this study are also comparable to Gambrell (2015) , who investigated the impact of socio-cultural identities (race, class, gender, sexuality, language, and heritage) on transformative learning from a critical race theory perspective and found race and class privilege to have an impact on participants’ worldviews and transformative learning. Gambrell (2015) observed that participants from backgrounds of lesser socio-cultural privilege demonstrated increased critical social reflection and transformative outcomes.…”

“…Race, class, and gender influence life experiences, social practices, and behaviors across groups of people and are increasingly becoming an essential variable in investigating the context and the capacity for reflection as preconditions for transformative learning. Researchers ( Bridwell, 2013 ; Gambrell, 2015 ) used the race-centric approach to investigate the impact of sociocultural variables on transformative learning. According to Bridwell (2013) , when transformative learning goals are actively promoted, groups often considered marginalized by race, class, and gender may experience growth in epistemological complexity.…”

“…Further, individuals with racial and social privilege have been proven to have highly engaging personal transformations. In contrast, those from less privileged socio-cultural origins have higher levels of critical societal reflection and transformative outcomes ( Gambrell, 2015 ). Highlighting the complexities of transformative learning, Roegman et al (2021) indicate that race is understood in three main ways: in terms of “difference,” “power,” and “racism.” Race-as-difference focuses on differences between individuals related to race or culture and underpins this study.…”

Science Education Trajectories: Charting the Course for Teachers, Educators, Researchers, and Policymakers

“…The broad nature of TLT has utility in many different fields or contexts that pertain to adult learning (Taylor & Cranton, 2012). For instance, this theory has been used to understand how nursing students learn about aging patients (Mastel-Smith, Nash, & Caruso, 2016), how people reframe their ideas about race (Gambrell, 2016), and how graduate students learn about leadership (Burns, 2016).…”

Behind the Scenes: Teaching the Sociology of Tourism Abroad

“…Similarly, some in-depth qualitative studies about short-term study-abroad programs have documented that being abroad could also reinforce students' ethnocentric perspectives. For instance, Gambrell (2016Gambrell ( , 2018 noted that American studyabroad students could easily point out the prejudices inherent in being "othered" by the host culture in Spain, but this did not translate into interrogating their racial privilege in the United States.…”