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

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.

Enriching the intersection of service and transformative learning with Freirean ideas: The case of a critical experiential learning programme in Brazil

2020 ◽  
Vol 51 (5) ◽  
pp. 579-597
Author(s):  
Rosane Dal Magro ◽  
Marlei Pozzebon ◽  
Soraia Schutel
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Transformative Learning ◽  
Management Education ◽  
Learning Experience ◽  
Pedagogical Practices ◽  
Learning Approaches ◽  
Community Based ◽  
Teachers And Students ◽  
Management Students

In this article, we examine the value of combining transformative and service learning pedagogical practices in management education programmes to encourage management students to be more critical and reflexive regarding serious contemporary issues like social inequality and sustainability. We draw on a long-term management education experience conducted in the northeastern region of Brazil, where international students learn how to develop a real-time community-based project with local inhabitants. We argue that while service learning approaches promote pragmatic action-based principles, transformative learning acts at the epistemic level, contributing to change in values. In addition, Paulo Freire’s ideas are integrated to reinforce critical and reflexive dimensions of the learning experience. Our results offer a process-based model showing how a critical experiential learning pedagogy might lead to the development of community-based competences, which, in turn, might lead to changes in the deeply held values of the participants. Freire’s emancipatory ideas are applied not only regarding the relationship between teachers and students, but also to the distinction between Western and non-Western societies, going beyond questioning of the destructive consequences of financial capitalism to question the hegemony of one worldview over all other possible ones.

scholarly journals SPEAKING RIGHTS: YOUTH EMPOWERMENT THROUGH A PARTICIPATORY APPROACH

2013 ◽  
Vol 4 (3.1) ◽  
pp. 489 ◽  
Author(s):  
Amy Cooper ◽  
Vincenza Nazzari ◽  
Julie Kon Kam King ◽  
Annie Pettigrew
Keyword(s):  
Human Rights ◽  
Social Change ◽  
Best Practice ◽  
Participatory Approach ◽  
Human Rights Education ◽  
Youth Empowerment ◽  
Youth Workers ◽  
Motivation To Participate

Using Equitas’ Speaking Rights Program as a best practice example, this article outlines the essential practices and conditions of a participatory approach to human rights education for youth, and explores how this approach effectively supports youth empowerment. The authors maintain that programs that use a participatory approach to human rights education are more likely to engage youth in actions for social change within their communities. They suggest that youth workers who are trained and well equipped to address issues that are on the minds of youth are critical in helping youth develop the skills and motivation to participate.

scholarly journals The role of law and legal knowledge for a transformative human rights education: addressing violations of children’s rights in formal education

2018 ◽  
Vol 1 (2) ◽  
pp. 04-24 ◽  
Author(s):  
Laura Lundy ◽  
Gabriela Martínez Sainz
Keyword(s):  
Human Rights ◽  
Experiential Learning ◽  
Lived Experiences ◽  
Formal Education ◽  
Human Rights Education ◽  
Negative Experiences ◽  
Under Five ◽  
Children’S Views ◽  
Do So

Human Rights Education (HRE) emphasises the significance of children learning about, through and for human rights through their lived experiences. Such experiential learning, however, is often limited to instances of enjoyment of rights and disregards experiences of injustice, exclusion or discrimination.  By neglecting the ‘negative’ experiences, including breaches of their human rights, HRE fails in one of its fundamental aims: empowering individuals to exercise their rights and to respect and uphold the rights of others.  Drawing on a range of legal sources, this article identifies a number of violations of the human rights of children in schools, categorised under five themes: access to school; the curriculum; testing and assessment; discipline; and respect for children’s views. It argues that for HRE to achieve its core purpose, it must enable children to identify and challenge breaches of rights in school and elsewhere. To do so, knowledge of law, both domestic and international, has a fundamental role to play.

scholarly journals Approaching Spiritual and Existential Care Needs in Health Education: Applying SOPHIE (Self-Exploration through Ontological, Phenomenological, and Humanistic, Ideological, and Existential Expressions), as Practice Methodology

Religions ◽  
2020 ◽  
Vol 11 (9) ◽  
pp. 451
Author(s):  
Gulnar Ali ◽  
Nasreen Lalani
Keyword(s):  
Health Education ◽  
Transformative Learning ◽  
Reflective Practice ◽  
Spiritual Care ◽  
Social Transformation ◽  
Meaning Making ◽  
Human Experience ◽  
Learning Approaches ◽  
Care Needs ◽  
Sense Of Reality

Addressing existential and spiritual care needs, often remains a challenge in health education. Spirituality is a subjective human experience that shapes how individuals make meaning, construct knowledge, develop their own sense of reality, and bring personal and social transformation. To inspire health and social students at a London based University; learners were engaged into philosophical reasonings associated with the meaning to care. SOPHIE (Self-exploration through Ontological, Phenomenological and Humanistic, Ideological, and Existential expressions)—a reflective practice tool was applied during in-class activities from June 2019–2020. Using SOPHIE as a tool, students were encouraged to explore existential and ontological care aspects by engaging into transformative learning approaches. Participants identified their own existential and spiritual care needs by reflecting on their own meaning making process. SOPHIE enabled resilience and authenticity among learners as a reflexive discourse.

Enabling the Exploration of Disorienting Dilemma in the Classroom

2021 ◽  
pp. 002205742199186
Author(s):  
Lisa DeAngelis
Keyword(s):  
Experiential Learning ◽  
Transformative Learning ◽  
Life Events ◽  
Transformational Learning ◽  
Learning Experiences ◽  
Learning Goals ◽  
Teacher’S Role ◽  
New Information ◽  
Disorienting Dilemmas ◽  
Disorienting Dilemma

While learning involves the acquisition of skills and the development of repertoires, some educators harbor even more profound learning goals, seeking to enable learning that is transformative. Theorizing about transformative learning posits that it is precipitated by a disorienting dilemma. Disorienting dilemmas may be thought of as times when new information causes a person to call into question their values, beliefs, or assumptions. Transformative learning can occur through rich, experiential learning experiences or life events, and it can also occur in the classroom. While much has been written about transformational learning, the teacher’s role in the process is undertheorized.

scholarly journals Future and digital literacies

2020 ◽  
Vol 13 (3) ◽  
pp. 334-356
Author(s):  
Irais Monserrat Santillan-Rosas ◽  
Noé Abraham González-Nieto
Keyword(s):  
Transformative Learning ◽  
Social Transformation ◽  
Participant Observation ◽  
Learning Experiences ◽  
Educational Innovation ◽  
Digital Literacies ◽  
Structured Interviews ◽  
Systematic Analysis ◽  
Marginalized Communities ◽  
Technological Intervention

This paper builds toward the convergence of future and digital literacies as catalysts for transformative learning experiences. Based on a systematic analysis of qualitative data obtained from an entrepreneurship digital program with women from marginalized communities in Northeast Mexico (Monterrey), we examine the transformative potential of education. This is done with the use of a participatory action research paradigm and a decolonial perspective with the use of participant observation, semi-structured interviews and ethnographic tools. This study systematizes the experiences of a group of women who transformed their living conditions with the technological intervention and meaningful learning experiences, highlighting their life stories and success cases. This research evidences that future and digital literacies are key components to developing transformative learning experiences that have an impact on a community's social and economic improvement to think about different and possible lifestyles. Results also show the personal and learning profile of each participant and its relationship with the development of a specific scenario on the intersection of the skills in the areas of future and digital literacies. Discussions are built toward the possibilities of improving people’s present conditions when enhancing their future and digital skills. Thus, a component of social transformation and educational innovation and technology is present throughout the text.  

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