A Qualitative Inquiry into Students’ Transformative Learning Experiences in Old Havana’s Escuela Taller

Abstract

This qualitative study employs transformative learning theory to investigate the learning experiences of 18 current students and graduates of Escuela Taller ‘Gaspar de Melchor de Jovellanos’ (ET) in Old Havana, Cuba. ET is a tuition-free, skilled-trades program that trains adult learners with limited economic resources and opportunities to conserve and restore cultural heritage, including historic structures, artwork and ironwork. The purpose of this study was to determine if and how participants transformed as a result of attending ET. Participants experienced professional and personal transformations that they attributed to learning a trade, learning how to collaborate, rediscovering their Cuban heritage, and participating in the restoration of Old Havana. The findings also underscore the significance of becoming cultural agents, who they define as individuals who experienced transformations from attending ET who support the transformations of others in their local communities by educating them about the significance and value of Cuban cultural heritage.

Playing to our strengths: An Appreciative Inquiry approach to appraisal

“…Having identified a current strength (or otherwise), the participants were asked to write reflections on their strengths-based practice. One of the benefits of this approach is the empowering and transformative nature of the process for the participants (Giles & Alderson, 2008). Approximately three months was provided to write the reflections.…”

“…Another participant confirms the value of this approach further when they state that it "validates why you are here… it overrides the negative". Over-riding the negative was a focus for Giles and Alderson (2008) who, in their research used Appreciative Inquiry with participants who had previously been unsuccessful in their studies. Giles and Alderson's (2008) participants engaged in strengthbased reflective dialogue and the authors discussed how, once the students emerged from the appreciative process they had a new hope-filled discourse.…”