‘I feel like I can’t do a lot’: Affectivity, reflection and action in ‘Transformative’ genocide education

2021 ◽  
pp. 147797142110615
Author(s):  
Kim Sadique ◽  
James Tangen
Keyword(s):  
Transformative Learning ◽  
Critical Reflection ◽  
Affective Learning ◽  
Perspective Transformation ◽  
Concentration Camp ◽  
Memorial Museums ◽  
Memorial Museum ◽  
Guided Tour ◽  
Guided Tours

Guided tours of memorial museums have sought to have an impact on visitors through an affective learning environment and critical reflection leading to ‘action’. However, there is limited work investigating the pedagogical underpinnings of such guided tours in order to understand whether they can facilitate action. This paper presents reflections of 21 students’ experiences of educational visits to the former Nazi extermination and concentration camp Auschwitz-Birkenau, Poland between 2017 and 2018. Students identified the guided tour of Auschwitz-Birkenau as having an affective dimension that enhanced understanding and brought about a perspective transformation but action was ill-defined. In considering ill-defined action, this paper attempts to frame understanding of the guided tour of the memorial museum within the context of Transformative Learning. It concludes that guiding practices should incorporate space for reflection and provide examples of potential ‘action’ so that visitors can mobilise their deeper understanding and experience long-term personal ‘change’.

Transformative Learning and the Power of Storytelling

2018 ◽  
pp. 229-242
Author(s):  
Linda Ellington
Keyword(s):  
Transformative Learning ◽  
Critical Reflection ◽  
Transformative Pedagogy ◽  
Classroom Experience ◽  
Subsequent Learning

Stories provoke learning, promote discovery, encourage exploration, fuel re-imagination, and help in subsequent learning. Storytelling is much more than just a strategy that engages or connects students to their learning; it helps evoke emotions and stimulate the intellect. Tools of transformative pedagogy cultivate the development for critical reflection and create a classroom experience that is particularly enriching and potentially, long term. The belief that storytelling is a necessary and beneficial art of our times has sparked a renaissance of transformative learning, which has room in the scholarship for fire-birds and microchips. This chapter explores transformative learning and the power of storytelling.

scholarly journals Museums and Transitional Justice: Assessing the Impact of a Memorial Museum on Young People in Post-Communist Romania

Societies ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 43
Author(s):  
Duncan Light ◽  
Remus Creţan ◽  
Andreea-Mihaela Dunca
Keyword(s):  
Human Rights ◽  
Young People ◽  
Political Violence ◽  
Transitional Justice ◽  
Human Rights Abuses ◽  
Memorial Museums ◽  
Memorial Museum ◽  
Communist Past ◽  
The Impact

Memorial museums are frequently established within transitional justice projects intended to reckon with recent political violence. They play an important role in enabling young people to understand and remember a period of human rights abuses of which they have no direct experience. This paper examines the impact of a memorial museum in Romania which interprets the human rights abuses of the communist period (1947–1989). It uses focus groups with 61 young adults and compares the responses of visitors and non-visitors to assess the impact of the museum on views about the communist past, as well as the role of the museum within post-communist transitional justice. The museum had a limited impact on changing overall perceptions of the communist era but visiting did stimulate reflection on the differences between past and present, and the importance of long-term remembrance; however, these young people were largely skeptical about the museum’s role within broader processes of transitional justice. The paper concludes that it is important to recognize the limits of what memorial museums can achieve, since young people form a range of intergenerational memories about the recent past which a museum is not always able to change.

Practitioner perspectives on learning for social change through non-formal global citizenship education

2017 ◽  
Vol 13 (1) ◽  
pp. 81-97 ◽  
Author(s):  
Eleanor J Brown
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Transformative Learning ◽  
Citizenship Education ◽  
Critical Reflection ◽  
Formal Education ◽  
Global Citizenship ◽  
Small Individual ◽  
Global Citizenship Education ◽  
The Social

This article engages with debates about transformative learning and social change, exploring practitioner perspectives on non-formal education activities run by non-governmental organisations. The research looked at how global citizenship education practitioners met their organisation’s goals of change for social justice through educational activities. This education is sometimes criticised for promoting small individual changes in behaviour, which do not ultimately lead to the social justice to which it pertains to aim. Findings suggest that this non-formal education aims to provide information from different perspectives and generate critical reflection, often resulting in shifts in attitudes and behaviour. While the focus is often on small actions, non-formal spaces opened up by such education allow for networks to develop, which are key for more collective action and making links to social movements. Although this was rarely the focus of these organisations, it was these steps, often resulting from reflection as a group on personal actions, which carried potentially for social change.

Mentoring in Graduate Education

2014 ◽  
pp. 101-117 ◽  
Author(s):  
Catherine A. Hansman
Keyword(s):  
Transformative Learning ◽  
Graduate Education ◽  
Critical Reflection ◽  
Program Design ◽  
Educational Institutions ◽  
Future Research ◽  
Higher Educational Institutions ◽  
Research And Practice ◽  
Higher Educational

The purpose of this chapter is to examine and analyze the concepts of power, critical reflection, and potential for transformative learning in graduate mentoring models and programs, exploring research and models that reflect these concepts in their program design and “curriculum” for mentoring. The chapter concludes with an analysis of two mentoring models/programs and suggestions for future research and practice in mentoring in higher educational institutions that may lead to transformative learning among mentors and participants in these programs.

The Role of the Researcher in New Information Infrastructure Research

2012 ◽  
pp. 196-217
Keyword(s):  
Critical Reflection ◽  
Information Infrastructure ◽  
Methodological Choices ◽  
Is Research ◽  
New Information ◽  
Reflective Development ◽  
Long Term Impact ◽  
Research Choices

In this chapter, the role of the researcher in new information infrastructure research is explored. The key ideas informing this chapter are drawn from a critical reflection on trends in information systems (IS) research and the need for a more pragmatic approach (Constantinides et al., 2012). The focus is on developing a better understanding of the consequences of research choices by drawing on the notion of phronesis – the reflective development of prudent knowledge that is continuously shaped by and imbued with situated values and interests (Flyvberg, 2001). Specifically, it is argued that, IS researchers must recognize that research involves not just choices about how to conduct a study (i.e. theoretical and methodological choices), but also about why we study what we study and who is affected by our work (i.e. the desirable outcomes and long-term impact of research).

The Bridge Between Education for Sustainable Development and Transformative Learning: Towards New Collaborative Learning Spaces

2019 ◽  
Vol 13 (2) ◽  
pp. 242-253 ◽  
Author(s):  
Tobias Schnitzler
Keyword(s):  
Sustainable Development ◽  
Collaborative Learning ◽  
Transformative Learning ◽  
Social Engagement ◽  
Social Transformation ◽  
Critical Reflection ◽  
Education For Sustainable Development ◽  
Learning Spaces ◽  
Core Element ◽  
Key Features

Recent research has become increasingly interested in the concepts of education for sustainable development (ESD) and transformative learning (TL). However, even as ESD can be described as holistic and transformational education with the purpose to transform our society, only few studies have examined potential bridges between these two concepts. The article at hand gives an indication on this issue by studying the literature of ESD and TL. Strengthening the transformative aspect of ESD requires taking into account critical reflection, participation and social engagement, all of which all express key features of the new collaborative learning spaces (CLS). Subsequently, the potential of such CLS for the transformative mission of ESD are emphasized. In ESD as well as in CLS, the bridge between learning and action is crucial and a core element of social transformation. In order to clarify this, the new method of WeQ is described, aiming to better understand and develop CLS.

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