Spiraling into Transformative Learning

2010 ◽  
pp. 249-258
Author(s):  
Patricia Cranton
Keyword(s):  
Critical Theory ◽  
Transformative Learning ◽  
Vocational Education ◽  
Learning Tasks

This article explores how technical and vocational learningmay spiral into transformative learning. Transformativelearning theory is reviewed and the learning tasks of critical theory are used to integrate various approaches totransformative learning. With this as a foundation, the article explores how transformative learning can be fostered in adult vocational education.

Spiraling into Transformative Learning

2010 ◽  
Vol 1 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Patricia Cranton
Keyword(s):  
Critical Theory ◽  
Transformative Learning ◽  
Vocational Education ◽  
Learning Theory ◽  
Transformative Learning Theory ◽  
Learning Tasks ◽  
Vocational Learning

This article explores how technical and vocational learning may spiral into transformative learning. Transformative learning theory is reviewed and the learning tasks of critical theory are used to integrate various approaches to transformative learning. With this as a foundation, the article explores how transformative learning can be fostered in adult vocational education.

Spiraling into Transformative Learning

2012 ◽  
pp. 1-10
Author(s):  
Patricia Cranton
Keyword(s):  
Critical Theory ◽  
Transformative Learning ◽  
Vocational Education ◽  
Learning Theory ◽  
Transformative Learning Theory ◽  
Learning Tasks ◽  
Vocational Learning

This paper explores how technical and vocational learning may spiral into transformative learning. Transformative learning theory is reviewed and the learning tasks of critical theory are used to integrate various approaches to transformative learning. With this as a foundation, the paper explores how transformative learning can be fostered in adult vocational education.

A Critical Theory of Adult and Community Education

2013 ◽  
pp. 141-156 ◽  
Author(s):  
Stephen Brookfield
Keyword(s):  
Adult Learning ◽  
Critical Theory ◽  
Critical Analysis ◽  
Community Education ◽  
Digital Technologies ◽  
Theoretical Frameworks ◽  
Unit Of Analysis ◽  
Learning Tasks ◽  
Classic Essay ◽  
Learning Projects

Critical theory is one of the most influential theoretical frameworks influencing scholarship within the field of adult and community education. This chapter outlines what constitute the chief elements of critical theory using Horkheimer’s (1937/1995) classic essay as a touchstone for this analysis. It argues for a set of adult learning tasks that are embedded in this analysis and that apply both to formal adult education settings and informal learning projects carried out in communities. Future likely trends are the extension of critical theory’s unit of analysis to include race, class, gender, disability and sexual identity, and critical analysis of digital technologies.

Critical and Transformational Perspectives on Career and Technical Education in the Twenty-First Century for Urban Adult Learners

2018 ◽  
pp. 57-71
Author(s):  
Anthony C. Adkisson ◽  
Catherine H. Monaghan
Keyword(s):  
Adult Learners ◽  
Critical Theory ◽  
Transformative Learning ◽  
Career And Technical Education ◽  
Formal Education ◽  
Technical Education ◽  
Approaches To Learning ◽  
Career And Technical ◽  
Alternative Approaches

Critical theory points out that cultural norms do not reflect the experiences of a large portion of adult learners, particularly urban adult learners. As adult educators in this context, are there ways we might improve or change our instruction by developing a critical understanding of the transitional and transformational events in the lives of adult learners entering into career and technical education program? What is the role of alternative approaches to transformative learning for these learners? Specifically, what is the role of alternative approaches to learning for urban adult learners transitioning into a career and technical education classroom, after years of disengagement with formal learning institutions and the need to update their technology skills? In this chapter, the authors discuss the need to use alternative conceptions of transformative learning and critical theory to understand this population of learners as they make the decisions to participate in more formal education programs. They also explore the key issues for adult education practitioner including implications for practice.

Transformative Learning

2014 ◽  
Vol 5 (1) ◽  
pp. 57-66 ◽  
Author(s):  
Leah Moss ◽  
Andy Brown
Keyword(s):  
Transformative Learning ◽  
Vocational Education ◽  
Learning Style ◽  
Experiential Knowledge ◽  
Learning Assessment ◽  
Rigorous Analysis ◽  
Prior Learning ◽  
Prior Learning Assessment ◽  
Self Reflection ◽  
Learning Path

Recognition of Acquired Competencies (RAC) as it is known in Quebec, Canada or Prior Learning Assessment (PLA), requires a learner to engage in retrospective thought about their learning path, their learning style and their experiential knowledge. This process of critical self-reflection and rigorous analysis by the learner of their prior learning is often the first exposure to the examination of their own knowledge. This article provides case studies of immigrant learners from the Montreal, Quebec area in a Recognition of Acquired Competencies process in vocational education. Through the analysis of interviews with learners, the authors suggest transformative learning is a by-product of the Recognition of Acquired Competencies process.

Transformative Vocational Education

2014 ◽  
Vol 5 (1) ◽  
pp. 23-34 ◽  
Author(s):  
Anthony C. Adkisson ◽  
Catherine H. Monaghan
Keyword(s):  
Adult Learners ◽  
Transformative Learning ◽  
Vocational Education ◽  
Alternative Conceptions ◽  
Adult Educators ◽  
Formal Learning ◽  
Key Issues ◽  
Alternative Approaches ◽  
Learning Institutions

How our culture thinks about particular events as linear, normal, and expected does not always fit with the experiences of every learner, particularly underserved urban adult learners. As adult educators in this context, are there ways we might improve or change our pedagogy of instruction by developing a better understanding of transitional life moments for vocational learners. What is the role of alternative approaches to transformative learning for these learners? Specifically, what is the role of alternative approaches learning for underserved adult learners transitioning into a vocational education classroom, after years of disengagement with formal learning institutions with the need to update their technology skills? In this article, we discuss the need to use alternative conceptions of transformative learning to understand vocational learners as they make decisions to participate in vocational education programs. We explore the key issues for adult educators including implications for practice and research.

Critical and Transformational Perspectives on Career and Technical Education in the Twenty-First Century for Urban Adult Learners

2021 ◽  
pp. 1537-1551
Author(s):  
Anthony C. Adkisson ◽  
Catherine H. Monaghan
Keyword(s):  
Adult Learners ◽  
Critical Theory ◽  
Transformative Learning ◽  
Career And Technical Education ◽  
Formal Education ◽  
Technical Education ◽  
Approaches To Learning ◽  
Career And Technical ◽  
Alternative Approaches

Critical theory points out that cultural norms do not reflect the experiences of a large portion of adult learners, particularly urban adult learners. As adult educators in this context, are there ways we might improve or change our instruction by developing a critical understanding of the transitional and transformational events in the lives of adult learners entering into career and technical education program? What is the role of alternative approaches to transformative learning for these learners? Specifically, what is the role of alternative approaches to learning for urban adult learners transitioning into a career and technical education classroom, after years of disengagement with formal learning institutions and the need to update their technology skills? In this chapter, the authors discuss the need to use alternative conceptions of transformative learning and critical theory to understand this population of learners as they make the decisions to participate in more formal education programs. They also explore the key issues for adult education practitioner including implications for practice.

Manifesto for Critical Andragogy

2019 ◽  
pp. 73-90 ◽  
Author(s):  
Anthony Craig Clemons
Keyword(s):  
Adult Learners ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Transformative Learning ◽  
Current Literature ◽  
Learning Activities ◽  
Unified Theory ◽  
Learning Design ◽  
Critical Multiculturalism ◽  
New Learning

The aim of educating adults not only concerns knowledge transference and intellectual mastery. The foundational theories and associated praxes are just as important, as they enable educators to critically observe human terrain and empower learners. This chapter proposes a fresh approach to andragogical learning design called critical andragogy. Using a neo-Marxist framework, the genesis of critical andragogy amalgamates literature from critical theory, critical pedagogy, critical multiculturalism, and transformative learning. Then, using a qualitative metasynthesis, that literature is critically analyzed, refined, and nested in the context of current why adult learners pursue new learning activities. The combination of the learner's purpose and the revised andragogical theory then become the outputs that culminate into a unified theory of critical andragogy that derivative of key principles extrapolated from current literature.

scholarly journals Transformative Learning and the Awareness of White Supremacy

Phronesis ◽  
2018 ◽  
Vol 7 (3) ◽  
pp. 63-69
Author(s):  
Stephen BROOKFIELD
Keyword(s):  
Critical Theory ◽  
Transformative Learning ◽  
Mental State ◽  
Critical Analysis ◽  
Critical Consciousness ◽  
White Supremacy ◽  
Frankfurt School ◽  
Dominant Ideology ◽  
American Pragmatism ◽  
Intellectual Traditions

This article describes the development of critical consciousness and the different intellectual traditions that have been influential in framing how this concept is understood. Prime amongst these is analytic philosophy, American pragmatism and Frankfurt School critical theory. Two particular critical moves are analyzed in detail; being willing to subject the assumptions that inform your own, and others’ reasoning and actions to regular scrutiny and being open to alternative perspectives and viewpoints. The author examines the critical theory tradition›s emphasis on deconstructing power and ideological control and uses his own experience of clinical depression to illustrate this. He argues that his depression could only be understood once he was ready to think critically about the ways that the dominant ideology of patriarchy had blocked a critical analysis of his mental state.

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