Promoting Perspective Transformation in Post-Totalitarian Societies

Kloubert, Tetyana

doi:10.1177/1541344619876274

Cited by 9 publications

(8 citation statements)

References 19 publications

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“…The transformative learning theory (TLT; Mezirow, 1978) has witnessed significant recognition and contribution to higher education since its emergence in late 20th century (Kloubert, 2019). The theory that evolved from the seminal works of Jack Mezirow—on the learning experiences of adult re-entry women coming back to school after some hiatus—provides explanations to how adult learners learn by critically reflecting on and transforming their uncritically held assumptions and perspectives (Mezirow, 2000).…”

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confidence: 99%

Capturing Transformative Moments in a Participatory Values-Based Event

Dike

Chukwuorji

2021

Journal of Transformative Education

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The theory of transformative learning (TL) has been criticized secondhand for its lack of clarity in capturing and explaining in detail the processes undergone by learners who are going through TL experiences and their link to learning outcomes. Using a case study design, and carefully synthesized TL processes (TLPs) from Mezirow’s TL theory, we present—moment by moment—the TLPs linked to outcomes identified among a group of teachers who participated in a values-based workshop. Participants were followed through interviews for over 72 weeks to trace the stability of their TL outcome. TL processes identified were compared to Mezirow’s 10 processes. The article discusses ontological transformations gained and offers fresh perspective to identifying TLPs that can be linked to outcomes.

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confidence: 99%

Capturing Transformative Moments in a Participatory Values-Based Event

Dike

Chukwuorji

2021

Journal of Transformative Education

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“…They become "elitists" and ignorant, and with their behaviour, they suggest an ideal of maximalist student behaviour (CC2). This is perceived as non-supportive behaviour from the staff and can be viewed as a form of oppression (Haggis, 2006), in that the educators push students to participate in a prescriptive transformative learning situation (Kloubert, 2020).…”

Section: The Beginning Of the Course: Initial Experiences Of The Alienation Processmentioning

confidence: 99%

Losing Touch? A Case Study on Students' Learning Barriers Within an Experiential-Learning-Based Course

Fazekas

Beck-Bíró²

2021

Veztud

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The research aimed to discover learning barriers that educators unconsciously raise in students of the organisation development master’s course at Corvinus University of Budapest within an experiential and transformative educational setting. The research follows the interpretive and critical traditions of organisation studies and applies the concept of responsible research and innovation (RRI) in its research design. This article aspires to present a case that can be used by management educators working with experiential pedagogical approaches in higher education. Research results displayed a lack of emotional security and a lack of common vision and understanding as the main obstacles to students’ transformative learning through the experiential learning process. Results suggest dialogical practice for building trust and understanding to eliminate alienation in student-teacher relationship and to improve learning quality. Finally, limitations and further research directions are discussed.

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“…And, an understanding of TL (especially of the broader range of TL scholarship that has evolved over the past few decades) can aid educators in supporting learners through such a challenging process. Examples of this from our own work include studying the psychosocial transition of breast cancer survivors (Hoggan, 2014) and the process of learning how to live and participate in a democracy after decades of living under a totalitarian regime (Kloubert, 2020). Also, recognizing that when students from historically underserved backgrounds (e.g., poverty, immigration) attend community college in the United States, the experience is often highly disorienting and requires forms of learning and adaptation that can usefully be understood through TL theory (Hoggan, 2019b).…”

Section: Part 2: Elaboration On Conceptions Of Transformative Learninmentioning

confidence: 99%

Transformative Learning in Theory and Practice

Hoggan

Kloubert

2020

Adult Education Quarterly

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This is a response to “The Ethical Knower: Rethinking Our Pedagogy in the Age of Trump” by Elana Michelson. We appreciate Michelson’s critical evaluation of the appropriateness of transformative learning and the use of personal narrative, as well as the frames and tools she offers to help us deal with current challenges such as “epistemological chaos” in the “age of Trump.” Michelson’s distinction between epistemological and hermeneutic analysis, as well as her conception of meaning perspectives as social/cultural foundations of identity, are helpful insights. The educational practices she finds disturbing are indeed ineffective approaches to teaching, and we are inspired by her invitation directed to “us as a community to struggle toward a more honest assessment of how our field might better respond to the phenomena that led to the age of Trump.” In this response, we talk further about some points made in Michelson’s article, elaborating on several issues and offering alternative perspectives that we believe may be productive paths forward. We do this in three parts, by (a) engaging in a critique of some of Michelson’s statements and positions, (b) elaborating on the conceptions of transformative learning in practice, and (c) expanding on the discussion of epistemological and hermeneutic analysis.

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Promoting Perspective Transformation in Post-Totalitarian Societies

Cited by 9 publications

References 19 publications

Capturing Transformative Moments in a Participatory Values-Based Event

Capturing Transformative Moments in a Participatory Values-Based Event

Losing Touch? A Case Study on Students' Learning Barriers Within an Experiential-Learning-Based Course

Transformative Learning in Theory and Practice

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