From Darkness to Light? Problematising Transformative Learning at the Canadian Museum for Human Rights

This particular proposal presents a Transformative Polymorphic Model for training, researching and teaching, a learning community of educators, which involves the integration of Information and Communication Technologies (ICTs) into the educational practice. It refers to ideas of justice, applied to an entire online society, based on not only giving digital individuals and groups’ fair action, but also sharing the benefits of free online society. It promotes transformative learning by way of emancipator education that fosters the human rights and equity that manifest in the everyday digital lives of people, from every level of online society. It consists in a learning environment that facilitates development of higher order cognitive abilities and it promotes a critical community of learners, where both reflection and discourse facilitate the construction of personally meaningful and socially valid knowledge and guides decision and action.

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Social Transformative Learning in Human Rights Delegations: Critical Research on the Maritimes-Guatemala Breaking the Silence Network

Journal of Transformative Education ◽

10.1177/15413446211050365 ◽

2021 ◽

pp. 154134462110503

Author(s):

Lisa Rankin ◽

Leona M. English

Keyword(s):

Human Rights ◽

Social Change ◽

Experiential Learning ◽

Transformative Learning ◽

Indigenous Peoples ◽

Social Transformation ◽

Learning Experiences ◽

Human Rights Education ◽

Learning Approaches ◽

Critical Research

This article examines the experience of six participants in the Maritimes-Guatemala Breaking the Silence Network (BTS) delegation program. Human rights education is central to this program that operates between Canada and Guatemala. Key findings from this research include participants’ rethinking of their own power and privilege upon returning to Canada and making connections with the struggle of Indigenous peoples in both countries. Another finding concerns how specific communal aspects of the BTS delegation (communitas) lead to social transformation and the development of solidarity relationships that are transformative to all. The research affirms the need for experiential learning experiences which use transformative learning approaches to support human rights and social change.

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