The facilitation of transformative learning : a study of adult educators' working knowledge
- Publication Type:
- Thesis
- Issue Date:
- 2003
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This study explores adult educators' working knowledge in the facilitation of
transformative learning. It explores transformative learning from the perspective
of the educators involved, considering their experiences and their descriptions
of incidents. Although there is a growing interest in research into transformative
learning, there are few studies that explore the ways educators foster
transformative learning. This has been identified as a key direction for research
(Taylor 1997, 2000).
The theoretical framework for this study is developed through two approaches;
namely, through the literature of transformative learning in adult education and
through concepts of narrative, discourse and identity. This thesis argues that
Mezirow's theory of transformative learning has limitations when considering
social interactions involved in transformative learning. The narrative approach,
developed from the literatures of social work, narrative therapy, organisational
learning, discursive psychology and education, is introduced to explore issues
involved in facilitating transformative learning.
In this study I utilise narrative research because of its potential to explore
working knowledge in a comprehensive, contextualised way. I investigate
educators' working knowledge through in-depth interviews, inviting educators to
relate stories of transformative learning from their practice. The educators'
working knowledge is then analysed through metaphor analysis and case
examples.
The educators in this study used a range of metaphors when talking about their
practice of transformative learning. The metaphors indicate that these educators
provide a multifaceted role to foster transformative learning.
Through writing and analysing selected stories of practice as case examples,
this thesis presents the facilitation of transformative learning as narrative
intervention. I conclude that facilitation of transformative learning requires
capabilities in reading issues and positioning self within interactions. Further) I
explore the ways that educators' professional identities are being produced
through their working knowledge.
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