A Case Study of Radical Adult Education and Transformative Learning through a Diverse Adult Learning Workshop

2012 ◽  
Vol 10 (2) ◽  
pp. 108-134 ◽  
Author(s):  
Michelle Glowacki-Dudka ◽  
Darolyn “Lyn” Jones ◽  
Diane Brooks ◽  
Tory Flynn ◽  
William Frankenberger ◽  
...  
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Transformative Learning

A Case Study of Innovation Platforms for Agricultural Research, Extension, and Development

2015 ◽  
pp. 173-197 ◽  
Author(s):  
Matthew L. S. Gboku ◽  
Oitshepile M. Modise ◽  
Jenneh F. Bebeley
Keyword(s):  
Decision Making ◽  
Adult Education ◽  
Leadership Development ◽  
Adult Learning ◽  
Sierra Leone ◽  
Agricultural Research ◽  
Agricultural Extension ◽  
Leadership Roles ◽  
Agricultural Technologies

Stakeholder organizations clearly need to have more than a symbolic role in IAR4D decision making. They are currently hindered by their lack of knowledge of leadership roles and capacity to implement the IAR4D. In this chapter, the authors have presented the use of the IAR4D in Sierra Leone with clear justification of how it fits into contemporary approaches and interventions at the national, regional and global levels. The chapter focuses on the “Dissemination of New Agricultural Technologies in Africa (DONATA)” project in Sierra Leone as a shining example of leadership development and adult learning in both formal and non-formal settings. The authors highlight current challenges of the use of innovation platforms through IARD and articulate implications of the case study for adult education, agricultural extension and non-formal training in agricultural research institutions. The chapter ends with recommendations for surmounting the current challenges of the case described.

Cross-Cultural Learning and Mentoring

2012 ◽  
Vol 3 (3) ◽  
pp. 26-36 ◽  
Author(s):  
Pi-Chi Han ◽  
John A. Henschke
Keyword(s):  
United States ◽  
Adult Education ◽  
Adult Learning ◽  
Transformative Learning ◽  
Doctoral Students ◽  
The United States ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Human Being ◽  
Intercultural Competencies

Dr. Malcolm Shepherd Knowles popularized andragogy as the theory of adult learning and was referred to as the Father of Adult Education in the United States (US). As his doctoral students, the authors had extensive personal contacts with him. This paper utilizes the method of autoethnography to explore how cross-cultural learning and cross-cultural mentoring facilitate transformative learning with the development of intercultural competencies for sojourners when they interact with a significant human being in cross-cultural settings.

Transformative Learning

2011 ◽  
pp. 913-917
Author(s):  
Victor X. Wang
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Transformative Learning ◽  
Continuing Education ◽  
Columbia University ◽  
Emeritus Professor ◽  
Adult And Continuing Education ◽  
Teachers College ◽  
Jack Mezirow ◽  
Adult And Continuing

Mention of transformative learning immediately reminds scholars and learners of its chief proponent, Jack Mezirow, who is Emeritus Professor of Adult and Continuing Education, Teachers College, Columbia University, Former Chairman, Department of Higher and Adult Education, and Director for Adult Education. It was Mezirow who popularized the theory of transformative learning in the early 1980s. Mezirow’s theory is such that individuals’ meaning perspectives are transformed through a process of construing and appropriating new or revised interpretations of the meaning of an experience as a guide to awareness, feeling, and action (Jarvis, 2002, p. 188). Later, scholars such as Cranton and King, expanded this theory of transformative learning by publishing two more books in this area. Cranton (1994) published a book titled Understanding and Promoting Transformative Learning. King (2005) published another titled Bringing Transformative Learning to Life. Both books, including Mezirow’s original books, have greatly enhanced the theory in the field of adult learning.

scholarly journals EDUKACYJNE ASPEKTY TWORZENIE KAPITAŁU LUDZKIEGO JAKO KLUCZOWEGO ZASOBU PRZEDSIĘBIORSTWA

2019 ◽  
Vol 2 (16) ◽  
pp. 116-122
Author(s):  
Ян Сікора
Keyword(s):  
Professional Development ◽  
Human Capital ◽  
Adult Education ◽  
Adult Learning ◽  
Learning Process ◽  
Teaching Practice ◽  
Phenomenological Approach ◽  
Inductive Method ◽  
Knowledge Based

The article is about possibilities of using an educational potential in the process of developing human capital in an enterprise company. Research conducted at a large enterprise that is part of a global corporation. The author presented the system of professional development of employees. The results of the study show that a modern production company at the same time is an organization that assesses the value of human capital for the effectiveness of the company. The way in which the system of employee professional development is formed indicates that the researched enterprise applies the principles that are specific for a "knowledge-based organization". This means creating an organization where the system of acquiring and transferring new knowledge is not the domain of a narrow group of specialists, but becomes an integral part of every lesson, is a usual procedure and task of each employee. Forms of used trainings and its evaluation by management are an interesting aspect of the employee improvement system in the enterprise company. An analysis of this material helps to use it in the methodological preparation of the adult learning process and the evaluation of learning effectiveness. The case study described in the article is a good example of applying a methodology appropriate for the adult learning process. Attention should be paid to the relationship between theory and teaching practice. The case study presented in the article is an example of this. Attention should be paid to the phenomenological approach to the subject of study that involves an inductive method of formulating generalizations. Key words: adult education, human capital, professional development, knowledge-based organization, adult education methodology.

scholarly journals Racializing the Discourse of Adult Education

2014 ◽  
Vol 5 (4) ◽  
pp. 20-41
Author(s):  
Stephen Brookfield
Keyword(s):  
African American ◽  
Adult Education ◽  
Adult Learning ◽  
Transformative Learning ◽  
American Experience ◽  
Self Knowledge ◽  
The Individual ◽  
Cornel West ◽  
Theoretical Paradigms ◽  
The Way

Adult education scholarship has been racialized through the lens of Eurocentric theory and research. Theoretical paradigms such as Africentrism struggle to gain academic legitimacy as discourses of transformative learning, critical thinking and self-direction - all grounded in the European Enlightenment tradition of the individual pursuit of rational self-knowledge - hold sway. This article reviews the way that repressive tolerance serves to broaden the field of adult education by including racially based perspectives on adult learning, yet simultaneously ensures that they are always seen as an exotic alternative to what is clearly the mainstream Eurocentric perspective. It reviews the way that discourses of criticality can be reinterpreted from the perspective of the African American lifeworld and explores in detail the work of Lucius T. Outlaw Jr. and Cornel West. Both scholars draw partly from the tradition of European critical theory in their attempts to use its central analytical categories (such as alienation, lifeworld, objectification and hegemony) to understand the African American experience. The piece ends with a consideration of how the dominant Eurocentric perspective in adult education can be critiques and challenged.

scholarly journals From ‘Prevent’ to ‘Enable’

2019 ◽  
pp. 246-273
Author(s):  
Kay Sidebottom ◽  
Kay Sidebottom
Keyword(s):  
Adult Education ◽  
Teacher Training ◽  
Education Policy ◽  
Transformative Learning ◽  
Ethical Challenges ◽  
Learning Spaces ◽  
Trainee Teachers ◽  
The North ◽  
Training Programmes

Given the increasing pressures on teachers in Further and Adult Education across a range of economic, political and managerial factors, this article argues that inquiry-based approaches to education can open up much-needed transformative learning spaces to the benefit of tutors, students and wider communities. Through the presentation of a case study, this article suggests that the inclusion of such ‘pro-social pedagogies’ in teacher training programmes will both equip teachers with tools to facilitate dialogue, and provide reflective spaces in which they can consider their own positions regarding challenging education policy. The case study, a ‘community philosophy enquiry’ into Prevent and Fundamental British Values involving trainee teachers in the North of England, is outlined and the ethical challenges considered.  The approach taken is based on a posthuman ‘ethics of affirmation’ (Braidotti, 2012) and a nomadic ontology which facilitates change through the joining together of agents for transformation, across a series of on- and off-line rhizomatic assemblages.  The article concludes with recommendations for the further implementation of democratic educational practices such as community philosophy, which allow space and time for discussion and dissent.

scholarly journals Applying Holistic Adult Learning Theory to the Study of Calculus

2018 ◽  
Vol 15 (3) ◽  
pp. 85-98
Author(s):  
Reem Jaafar ◽  
◽  
Joni Schwartz ◽  
Keyword(s):  
Adult Learning ◽  
Transformative Learning ◽  
Learning Theory ◽  
Adult Learning Theory ◽  
Comparative Case Study ◽  
Holistic Learning ◽  
Data Content ◽  
Learning Modes ◽  
College Calculus

This exploratory, comparative case study of an urban community college calculus classroom examines adult learning from Yang’s Holistic Learning Theory and provides concrete pedagogical suggestions for how adult learning practitioners can engage adult learners in transformative learning. Data collection was from a selective sampling of student reflective survey writing throughout the span of one calculus course. Data content analysis was both manual and with the aid of NVivo qualitative software by two separate coders. Findings indicate that students exhibit strong explicit and in some instances implicit learning modes but seldom engage in transformative or emancipatory modes of learning as it relates to math. The study, although a pilot, suggests avenues for further research in math learning as well as ideas for eclectic teaching approaches in adult math classrooms. Implications for professors and administrators are discussed.

A Case Study of Innovation Platforms for Agricultural Research, Extension, and Development

2020 ◽  
pp. 855-874
Author(s):  
Matthew L. S. Gboku ◽  
Oitshepile M. Modise ◽  
Jenneh F. Bebeley
Keyword(s):  
Decision Making ◽  
Adult Education ◽  
Leadership Development ◽  
Adult Learning ◽  
Sierra Leone ◽  
Agricultural Research ◽  
Agricultural Extension ◽  
Leadership Roles ◽  
Agricultural Technologies

Stakeholder organizations clearly need to have more than a symbolic role in IAR4D decision making. They are currently hindered by their lack of knowledge of leadership roles and capacity to implement the IAR4D. In this chapter, the authors have presented the use of the IAR4D in Sierra Leone with clear justification of how it fits into contemporary approaches and interventions at the national, regional and global levels. The chapter focuses on the “Dissemination of New Agricultural Technologies in Africa (DONATA)” project in Sierra Leone as a shining example of leadership development and adult learning in both formal and non-formal settings. The authors highlight current challenges of the use of innovation platforms through IARD and articulate implications of the case study for adult education, agricultural extension and non-formal training in agricultural research institutions. The chapter ends with recommendations for surmounting the current challenges of the case described.

“This Is a Head, Hearts, and Hands Enterprise”: Adult Learning in Interfaith Dialogue

2019 ◽  
Vol 70 (3) ◽  
pp. 205-222
Author(s):  
Elizabeth M. Pope
Keyword(s):  
United States ◽  
Adult Learning ◽  
Transformative Learning ◽  
Learning Environments ◽  
Qualitative Case Study ◽  
Southeastern United States ◽  
Interfaith Dialogue ◽  
Intentional Learning ◽  
Religious Traditions

The purpose of this study was to examine an interfaith dialogue group to understand how adults learn through such an environment. In this qualitative case study, I worked with a group of Jewish, Christian, and Muslim adults located in the southeastern United States. In investigating adult learning through interfaith dialogue, I found that members experience communicative, instrumental, relational, personal, and transformative learning. The findings from this study may help practitioners in both participating in and facilitating interfaith dialogue groups with the intent of learning about other religious traditions. It may also benefit scholars in providing an understanding of how these groups can be intentional learning environments.

Transformative learning, epistemology and technology in adult education

2020 ◽  
pp. 147797142091860
Author(s):  
Victor Wang ◽  
Geraldine Torrisi-Steele ◽  
Elizabeth Reinsfield
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Transformative Learning ◽  
Teaching Practice ◽  
Teaching Strategy ◽  
Digital Technologies ◽  
Ways Of Knowing ◽  
Adult Educators ◽  
Learning Contexts

Adult learners can have well-established ‘ways of knowing’, so a process of transformation represents learning that challenges them to discover new ways of thinking. Transformative learning is thus a frame for the practice of adult educators. The affordances of technologies can be exploited to facilitate transformative learning in adult learning contexts. However, this response is not consistently applied. In the present article, the authors highlight that technology is a tool within teaching strategy, and that it can be used to facilitate transformative learning albeit in a slightly different manner depending upon the epistemological stance of the educator. Adult and vocational teaching practice is positioned within four epistemological stances: post-positivist, constructivist, advocacy/participatory and pragmatism. Discussion focuses on the opportunities for transformative learning, made possible by digital technologies, within each of these epistemological stances.

Sign in / Sign up

Export Citation Format

Share Document