The Palgrave Handbook of Learning for Transformation

Description

This handbook offers an expanded discourse on transformative learning by making the turn into new passageways to explore the phenomenon of transformation. It curates diverse discourses, knowledges and practices of transformation, in ways that both includes and departs from the adult learning mainstay of transformative learning and adult education.  The purpose of this handbook is not to resolve or unify a theory of transformation and all the disciplinary contributions that clearly promote a living concept of transformation. Instead, the intent is to catalyze a more complex and deeper inquiry into the “Why of transformation.” Each discipline, culture, ethics and practice has its own specialized care and reasons for paying attention to transformation. How can scholars, practitioners, and active members of discourses on transformative learning make a difference? How can they foster and create conditions that allow us to move on to other, unaddressed or understudied questions? To answer these questions, the editors and their authors  employ the metaphor of the many turns into passageways to convey the potential of transformation that may emerge from the many connecting passageways between, for instance, people and society, theory and practice, knowledge created by diverse disciplines and fields/professions, individual and collective transformations, and individual and social action. Foreword by Victoria J. Marsick, Elizabeth Kasl and Karen E. Watkins Looking Back, Looking Forward Creating Spaces of Possibility Passing the Torch References Foreword by Ahreum Lim The Fragrant Mountain Winds Contents Notes on Contributors List of Figures List of Tables 1 The Many Turns of Transformation Creating New Vocabularies for Transformative Learning Metaphor and Meta-Lens: Envisioning the Handbook of Learning for Transformation Provocations and Passageways: Journeying the Handbook Passageway 1: Making a Turn into a New Passageway and New Spaces for Inquiry About Transformation The Liquid Context in This Moment Passageway 2: Problems and Concerns Within the Field of Transformative Learning Theory Passageway 3: Transformative learning—A theory in continuous progress Passageway 4: The Need for New a Language that Illuminates the Phenomenon of Transformation A World in Crisis: A Quest for Transformation? References Part I Provocation 1: The Many Turns of Transformation 2 Transformative Learning and Critical Theory: Making Connections with Habermas, Honneth, and Negt Frankfurt School: Habermas, Honneth, Negt Mezirow and Habermas Domains of Learning Critical Reflection Discourse Lifeworld Intersubjectivity Honneth’s Critical Theory From Recognition to Emancipation Honneth and Transformative Learning Oskar Negt Negt and Transformative Learning Conclusion References 3 Reconsidering the Roots of Transformative Education: Habermas and Mezirow Transformation in Mezirow’s Theory Habermas’ Account of Transformation What Mezirow Learned from Habermas What Else Should Transformative Learning Take from Habermas? Transformational Learning and Civic Studies References 4 The Pulse of Freedom and Transformative Learning: Winding Paths, Blind Alleys, and New Horizons Introduction Reflexive Agency, Freedom, and Transformative Learning The Paths to Freedom: False Dichotomies and Premature Resolutions in Transformative Learning Theory Research Blind Alleys and Hidden Passageways: Thinking with and Against Mezirow The Social and Political Dimensions of Transformative Learning Reflexive Agency and Freedom in Mezirow Bracketing the Social, Foregrounding the Individual Social Action, Personal Transformation, and Freedom in Mezirow New Horizons? References 5 The Transformation of the Reader Introduction Literature’s Transformative Power Truth Sensuousness Autonomy The Role of the Ugly Call for Change Impact (or a Disorienting Dilemma) Reading as a Mental Exercise The Theory of World Literature World Literature in Practice Epilogue References 6 Mapping the Terrain: Analytic Tools for Future Thinking About Transformation Core Concepts of the Metatheory of Transformative Learning Analytic Tools for the Metatheory of Transformative Learning Considerations Concerning Normativity Three Orientations of Transformative Learning as an Educational Goal Transformative Learning as Prescriptive Transformative Learning as Process-Oriented Transformative Learning as Adaptive Summary of Analytic Tools Definition: Criteria: Disorienting Index: Typology of Transformative Learning Outcomes: Orientations towards Transformative Learning: Conclusion References 7 A Practice-Based View of Transformative Learning: An Exploratory Study on the Practical Creativity The Issue Theoretical Frameworks A Practice-Based View The Study Design Emerging Findings. Creativity as a Performative, Ecologically Embedded, and Collaborative Practice Creativity as a Socio-Material Practice Socio-Material Approach, Creativity, and Transformative Learning Implications for an Education to Creative and Critical Thinking Conclusions References 8 One of the Doors: Exploring Contemplative Practices for Transformative Sustainability Education Introduction (Heather) Transformative Sustainability Education Heather’s Story of Engagement with Transformative Learning Contemplative Pedagogies Opening Circle Nora’s Story Cultivating a Personal Spiritual Practice Julie’s Story Practicing Self-Compassion Chantal’s Story Conclusion References 9 Transformative Learning and Black Spirituality Introduction Context Literature Review Conceptual Framework Research Design Researchers Subjective Location Findings: Critical Incidents Negotiating the Non-negotiable Sacred Text Negotiating the Authority of the Pulpit Voice Negotiating Piety Negotiating Worship Discussion Life-Force Reframing Perspectives New Sense of Freedom Conclusion References 10 Transformative Learning and Sociomateriality Introduction Transformative Learning Actor Network Theory Analysis Conclusion References 11 Developmental Reflexivity with Power and Emotion: Action Research Transformations for Generative Conflict Action Research Transformations Three Learning Histories Relating with Power and Emotion Personal Reflection Colloquium Becomes Colosseum Turning to Constructivist Adult Developmental Theory Developmental Stages of Control, Autonomy, and Co-Creativity Early and Maturing Stages of Self-Protective Control Early and Maturing Stages of Autonomous Power and Emotion Early and Maturing Stages of Power and Emotion as Expressed in Cocreativity Fallback Stages of Reflexivity Practice Conclusion References 12 Transformative Pilgrimage Learning and the Big Questions in the COVID-19 Era—Love, Death, and Legacy: Implications for Lifelong Learning and Nursing Education Transformative Pilgrimage Learning: Background Context and Components A Deeper Understandings of Pilgrimage with Age and Experience Libby Tisdell Ann Swartz The Components of Transformative Pilgrimage Learning TPL and Responsibility in the Covid-19 Era TPL and Responsible Practice in Lifelong Learning and Adult Education (Libby) Creating an Engaged Classroom Community Lifelong Learning, Love, Death, and Legacy TPL and Responsible Practice in Nursing Education (Ann) Creating an Engaged Classroom Community Nursing Education, Love, Death, and Legacy Conclusion References 13 Washing the Dead Bed, from Poem to Digital Story Background Methodology Afterthoughts References 14 Transforming Individual to Structural Thinking About Race The Ideology of Individualism Individualism and Racism Beginning with Story: The Brain Fart Coding the Story Doing a Power Analysis Repressive Power Emancipatory Power Disciplinary Power Final Comment References Part II Provocation 2: Generating Conditions for Transformation 15 Transforming First Nations Individual and Community Realities: Reflections on a Decolonizing Higher Education Project Introduction Background—Positioning Indigenous People in Australia Positioning Ourselves in This Transformative Project Policy Context in Indigenous Education Transformative Learning Approaches Developing a Competency-Based Curriculum Curriculum Design Incorporating Indigenous Knowledges and Practices Discourses for Enacting Transformation Reflecting on My Journey of Transformation—Becoming an ICMD Practitioner Conclusion References 16 Fostering Reorienting Connections via Ecological Practices Reorienting Connections in Practice Experiences of Reorienting Connections Learning to Attend: Connecting with Other Beings Perceiving Relationships and Intersubjectivity Developing Perceptual Flexibility Across Time and Space Perceiving Depth and Meaning: An Animate World Imagination, Empathy, and Creativity Transformations and Benefits Communication, Reciprocity, and Animacy Shifts in Spirituality Love and Care Overcoming Anxiety Fostering Creativity The role of Reflection: Journaling Shifting or Deepening? Conclusion References 17 Revitalizing Reflection in Teacher Education: A Digital Tool for Reflection as a Gentle Trigger for Transformation Teacher Reflection in Societal Frame Nature of Reflection Within Transformative Learning Reflection Facilitator (RF) Research Site and Methods Analysis Findings Gentleness and Criticality—The Nature of Meaning Perspectives and Reflection The Nature of Meaning Perspectives and Reflection—Epistemic Perspective The Nature of Meaning Perspectives and Reflection—Ontological Perspective The Nature of Meaning Perspective and Reflection—A Combined Perspective Gentleness and Criticality—Reflection Anchored into Embodied Experience Criticality as Departing from Taken-for-Granted Assumptions Concerning Emotions Inviting in Disintegrated Aspect of Experience Reviewing Parameters of Collective Comfort Zone as Support for Integrating Experience Discussion References 18 Women in the Workplace: Negotiating Influence as a Leader Introduction Organizational Context Working with Narrative Role of Communication and Stories Coaching: Advancing in an Organization Case Study: Marlee Marlee’s Narrative Marlee’s Transformative Learning Types of Transformation Coaching Process Conclusion References 19 A Deliberately Developmental Organization: A New Organizational Space for Inclusion Introduction Current Diversity and Inclusion Practices in Organizations What Is a Deliberately Developmental Organization? Leveraging Three Lessons from Deliberately Developmental Organizations Conclusion References 20 The Power of Women Learning Together: Transcending the Bounds of a Transformative Leadership Development Program Introduction Background Women’s Leadership Development Transformative Learning for Leadership Development Women’s Staff Leadership Institute Curriculum Outcomes From the Curriculum Creator and Current Co-facilitator From a 2017 Alumna and Current Co-facilitator From a 2017 Alumna From a 2018 Alumna From a 2018 Alumna The Retreat The Collective Conclusion References 21 The Role of Senior Management in Organizational Transformation The Current State of Organizational Dynamics in 2020 Understanding the Concepts Creating an Enabling Environment Critical Role of Performance Agreements Nurturing a Supportive Workplace Community Where to Now? References 22 Liberating a Transformative Imagination: Leadership Learning at the Burren Leadership Retreat Introduction The Imagination in Transformation Liberating a Transformative Imagination at the Burren Leadership Retreat Imaginal Space The Arts and Artistic Expression Landscape Learning—Cultivating Biophilic Relationship Gifts of a Transformative Imagination Summary—At the Edge References 23 Integral We-Spaces for Racial Equity: Loving Fiercely Across Our Differences Introduction: The Need is Great Our Theories of Change Group Work and Dialogue: Transformative Learning in Relationship Gestalt Group Work and the Paradoxical Theory of Change Social Identity Development Integral AQAL and We-Space We-Spaces for Equity: Connecting AQAL and DEI We-Lab We-Space Dialogue Sessions Conclusion References 24 Listening for Transformation: Discovering Third Space and Connection Using a Listening Protocol Introduction Listening as a Space for Transformation Transformative Listening Protocol Discovering Third Space for Connection and Transformation Further Listening…future Implications References 25 Curating the Imagination: Perspective Transformations and the Feminist Exhibition Introduction Disorientating Dilemmas The Exhibition Foundations Enacting Civic Engagement Stories and Narratives of Disobedient Women Outwardly: Perspective Transformations and the Visitors Inwardly: Perspective Transformations and the Curator Challenges Final Thoughts References 26 Creating a Sense of Belonging: Enabling Transformative Learning Through Participatory Action Research in an Ubuntu Paradigm Introduction Ubuntu as a Framework for Transformation From Challenges to Agency. Transforming Ourselves to Transform Our Educational Practice Creating a Sense of Belonging Through Collaborative Learning Transforming (Problematic) Relations Conclusion References Part III Provocation 3: (Un)known Discourses of Transformation 27 More Than Harmony: Transformational Teaching and Learning in Canada in an Age of Reconciliation Introduction Background The ICR Challenge The ICR Journey What Did We Learn? Self as Teacher/Learner Responsibility to Be Kind Responsibility to Show Humility Stories Matter, Feelings Matter The Indigenous Knowledge Classroom Conclusions: What We Have Learned References 28 The Witness Blanket: Responsibility Through an Ongoing Journey of Transformation Overview of Chapter Locating Ourselves Context: The Witness Blanket Reading this Work Individual Transformation as a Lifelong Process Art and Collective Transformation Structural Transformation: Agreement with Canadian Museum for Human Rights (CMHR) Conclusion: From Individual to Collective to Structural References 29 Reflections on Transformation: Stories from Southern Africa Introduction Transformative Learning Our Stories Constance Moyra Vongai Paths of Transformation Paths Unfold as We Walk Them Worldview and Paradigm Shifts Conclusion References 30 Pedagogy for Transformative Learning in Post-colonial Contexts Introduction Rationale for Decolonizing and Transformative Pedagogy Decolonizing Epistemologies—Whose Knowledge? Expert vs the People? Why Transformative Learning? Pedagogy for Post-Colonial Contexts Components of the Co-Created Curriculum Co-Creating the Curriculum Through Storytelling Ten Step Storytelling Through Regression Method Step 1: Safe Container Step 2: Relaxation Step 3: Memory recall Step 4. Self-Reflection Step 5. Cognitive Dissonance—Good and Bad Experiences Step 6: Emotions—Identification of Feelings Step 7: Writing Out Your Story—Cognitive and Emotional Intelligences Step 8: Peer-sharing Step 9: Interconnectedness of Stories Step 10: Affirmations—Identities Restored Adaption of Step 3b: Memory Recall for Different Scenarios Scenario 1: Trauma Debriefing Scenario 2: For Trainers and Development Facilitators Adaptation of Step 3b for Scenario 2 Scenario 3: For a Technical Subject—Financial Management or Budgeting Adaptation of Step 3b for Scenario 3 Scenario 4: The Art of Facilitating Participatory Community Engagement Adaptation of Step 3b for Scenario 4 Scenario 5: The Art of Facilitating Socio-economic Development for Traditional Leaders Adaption of Step 3b for Scenario 5 Facilitating Development is an Art Conclusion References 31 Transformation as Resistance Transforming English Transforming English Literature Transforming History Transforming Colonial Space Transforming Modernity The Origins of Modernism Creative Adaptation Indigenous Modernities Conclusion References 32 Transformative Learning as a Passageway to Social Justice in Higher Education: An Asian American and Pacific Islander (AAPI) Perspective on Anti-Bullyist Practice in a North American Context Introduction Relevant Literature Race, Racism, and Hate Crimes in the United States Bullyism in Academia Methods Three Stories on Racist Bullying in Higher Education Discussion and Implications Conclusion References 33 Informal Transformative Learning Experiences from Humanitarian Emergencies and Other Life Events and Transitions Introduction Background Some Iconic Life Experiences Informal Transformative Learning Methods Results and Discussion of Findings Participants’ Iconic Experiences, the Resulting Informal Transformative Learning, Perspectives on Transformation (Rational and Extrarational), and the Focus of Change and Action Economic Hardship Exposure to Literacy and Education Job Seeking Being a Combatant Retirement Marriage Losses and Forced Displacement Making the Case for Transformation and Informal Transformative Learning The Impact of the Contexts of Experiences on ITL and on the Focus of Change Conclusion References 34 Dialogic and Noncoercive Learning for Transformational Change: A Systems Approach Introduction The Dilemma and Actors in Dire Situations Transformational Change Noncoercive Learning The Dialogic Mindset and Learning Pathways We Learn Through Conversation We Learn by Making Ourselves Available for Change Implications for Institutions Supporting Actors in Dire Situations Conclusion References 35 In Service to My Community: Exploring Oppression and Internalized Racism Oppression Internalized Racism How I Used Mezirow to Understand Internalized Racism Volunteers in Service to America 1966 Incremental Learning Becoming Critically Conscious of My Reality Exploring Experiences and Questioning Assumptions Exercise One: Journaling to Explore Mezirow’s Phases One, Two, and Three Can I Marry Dignity? Shifting Internalized Racism and Oppression from Subject to Object Exercise Two: Soul Collage Telling My Story to Others and Planning a Course of Action Exercise Three: Begin an Inquiry into Your Bias Begin to Study Your Oppression or Internalized Racism Additional Writing: Shame to Gratitude Conclusion Exercise Four: Mandala. A Reintegration into Life as My Author References 36 Imaginative Perspectives on Transformative Learning Imagining New Realities Teaching with Soul Embracing the Unknown Working with Images from the Unconscious: Metaphor, Symbol, and Dreams Metaphor Dreams Evoking Imagination in Transformative Learning Through Artistic Expression Visual Arts Fiction and Creative Writing Music Embodied Arts: Theater and Dance Concluding Thoughts References 37 Perspective Transformation in Interfaith Dialogue: A Six-Step Process Context: Interfaith Dialogue Transformation: A 6-Step Process Step 1: The Disorienting Dilemma Step 2: Developing Trust Step 3: Critical Reflection Step 4: The Intersubjective Move Toward Thou-ness Step 5: Mutual Embrace Step 6: Re-encountering with New Frames of Reference The I-Thou Relationship as Perspective Transformation Conclusion References 38 The Interpenetration of Individual and Collective Transformation: A Framework for Development, Collective Intelligence, and Emergence Introduction GTC and Transformative Development STAGES of Adult Development I/We Model Principles and Features MetAwareness and Subtle Collectives Differentiation Engaging with Shadow and Trauma Surrendering into the Self and Collective Embodiment The Embodiment of the True Self and the Collective Field Speaking and Listening from the Self and Collective Integration Supporting Self and We-Space from the Meta-Awareness Attuning and Freeing Energy and Perspectives Enactment Individual/Collective Presencing Conclusion References Part IV Provocation 4 : Challenges and Emerging Future of Transformation 39 Power of Questions: Transformation in Complex Systems Transformational Change as Self-Organized Criticality Setting Conditions for Transformational Change Inquiry Pattern Logic Adaptive Action Power of Questions Transformation of Thought and Action Transformative Learning Transformative Practice Theoretical Transformation Ongoing Inquiry References 40 Emotions, Affective Neuroscience, and Changing One’s Mind Introduction Affective Neuroscience and Emotion-Based Learning “We Feel, Therefore We Learn” Adult Learners’ Stories of Transformation Carrie’s Story Shirley’s Story Jim’s Story Summary Transformative Learning and Heron’s Model The Genius of John Heron The Extended Epistemology Presentational Knowing in Practice References 41 Living Transformation: The Alchemy of Change in an Epochal Shift Transformative Learning in an Epochal Shift Relational Reality Educational Relationality Alchemy and Transformation Indigenous Rites of Passage and Transformation Learning Relationality, Living Transformation Crisis and intuitions of wholeness Disassembly—Death of illusions Digestion—Process Learning and the Natureculture Matrix Reconstitution, Rebirth, and Integration—Participative Engagement and Emergence Alchemists of Transformation References 42 Learning, Experience and the Societal Unconscious: Combining a Materialistic Theory and a Dialectic Methodology Introduction Subjectivity, Experience, and Society Theorizing Learning Individual Learning in Societal Transformation A Psycho-Societal Concept of Subjectivity Learning for Transformation—The Societal Level Learning and Work Life Transformation Outlook to the Wider Society References 43 Transformative Learning and Microradicalization Introduction Why Reducing Radicalization to Its Violent Dimension is Problematic Framing Radicalization as Micro-Radicalization Adult Education and Radicalization Preventing Radicalization Leading to Violence Through Education Preventing Radicalization and Violent Extremism: The Centre for the Prevention of Radicalization Leading to Violence’s Experience Preventing Radicalization and Extremism: A Continuum from the Individual to Society and Vice Versa From Scientific Knowledge to the Implementation of Informed Prevention Practices No Prevention Without Training Professional and Frontline Workers Prevention Beyond Professionals: Raising Awareness and Mobilizing the Community Support and Intervention: A Multidisciplinary, Individualized, and Humanist Philosophy of Social Reintegration Conclusion References 44 Evaluation as a Pathway to Transformation Lessons from Sustainable Development Introduction “Evaluation”—A Bird’s Eye View The Ascendency of Complexity and Systems Thinking in Evaluation Evaluation’s Transformatioinal Potential: Potholes and Bridges Accountability for TLC, Not Evidence-Mania Evaluate Outside the Box Casual Models, Not Straightjackets Real-Time and “Over-Time” Evaluation Looking Forward References 45 Restoring the Transformative Bridge: Remembering and Regenerating Our Western Transformative Ancient Traditions to Solve the Riddle of Our Existential Crisis Introduction What Are the Sources for Our Existential Crisis? What Needs Transforming and Why? Our Ancient/Indigenous Ways of Being-Knowing-Living The Domestication and Oppression of Our True, Primordial Self and Ancient Knowledges What Are Transformative Ways Out of Our Existential Crisis? Conclusion References 46 The Embodying of Transformative Learning Prologue: A Personal Story of Transformative Learning Introduction: An Evolving Theory of Transformative Learning Embodied Meaning Making Embodied Self-Concept Description of the Model Mugging Program Research on Model Mugging’s Transformative Potential Potential for an Embodied Transformative Learning Embodiment in Transformative Learning Facilitation Experiential Learning Simulation—Role-Play Rationality and Discourse Support Conclusion References 47 Transformation and the Language We Use Introducing a Trinity Dreams of Empiricism and Depth Psychology Re-covering Some of the Roots of Popular Education Re-sacralisation: New (and Old) Language of the Sacred in Learning for Transformation Conclusion: A Trinity in Motion? References 48 Lessons from Utopia: Reflections on Peak Transformative Experiences in a University Studio in Auroville, India Introduction Learning Context: The BCII “global Studio” in Auroville Review: The Significance of Peak Experiences for Transformative Learning Methodology: Towards Identifying Peak Transformative Experiences and Their Enabling Conditions Peak Transformative Experiences in bcii’s Auroville Global Studio Enabling Conditions for Peak Transformative Experiences Alignment of Worldview of Place and Program Enabling Processes and Characteristics of the BCII Program Characteristics and Influences of Facilitator The Influence of the Students’ Mind-Sets Influence of Student Cohort Learner Identified Praxis for Brave and Creative Self-Discovery Providing Tools for Sense-Making and Integration of Peak Experiences Enabling Conditions of Auroville Auroville’s Transformative Worldview Diversity in Transformative Experiences of Place Embeddedness in and Engagement with Nature Conclusion (and a Few Provocations) References 49 Could Transformative Learning Involve Youth? Introduction The Cognitive Ability The Purposeful Engagement Literature Review Illeris’ Contribution The Capacity for Critical Reflection An Example from Practice School Transformation for Peace Reflections References 50 Between Smoke and Crystal: The Practice of In-Transformation Finding the Way Re-animating Transformation Praxis The Need for In-Transformation Three Vignettes Fighting Crystal The Limitations of Smoke Integration A Framework for Transformation Being In-Transformation The Next Threshold References 51 Conclusion Chapter: Propositions at the Threshold of Transformation Passageway 1: Portal of the Handbook Community Passageway 2: Portal of Emic-Centered Chapter Analysis What Is Emerging? Propositions at the Threshold Provocation I: The Many Turns of Transformation: Multiple Perspectives on the Matter of Transformation Provocation II: Generating Conditions for Transformation Provocation III: (Un)known Discourses of Transformation Provocation IV: Challenges and Emerging Future for Transformation Closing Invitations References Index