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Holohan, Kevin – Journal of Transformative Education, 2019
This article examines how Zen Buddhism conceives of human suffering, the causes of suffering, and the method by which human suffering can be alleviated and compares these with similar notions within critical social theory and its educational manifestation in the critical pedagogy movement. While both Zen Buddhist and critical theories/discourses…
Descriptors: Buddhism, Social Theories, Critical Theory, Teaching Methods
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Grayman-Simpson, Nyasha; Doucet, Fabienne; Burgos-López, Luz – Journal of Transformative Education, 2019
Critical race courses challenge today's college students to cognitively grapple with issues of justice and the good society. In some instances, these challenges lead to positive, relational growth-fostering attitudes and behaviors. Transformative learning educator Jack Mezirow's approach to facilitating cognitive shifts appears especially…
Descriptors: Whites, Critical Theory, Transformative Learning, Advantaged
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Etmanski, Catherine – Journal of Transformative Education, 2018
This article documents the author's experience participating in a course taught primarily by food activist, Dr. Vandana Shiva, and run by the Earth University in Uttarakhand, India. Drawing on Gandhi's four pillars of nonviolent action, this article links individual course participants' experiences of transformative learning to the transformation…
Descriptors: Foreign Countries, Transformative Learning, Food, Course Content
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Lange, Elizabeth A. – Journal of Transformative Education, 2018
It has been charged that transformative learning theory is stagnating; however, theoretical insights from relational ontologies offer significant possibilities for revitalizing the field. Quantum physics has led to a deep revision in our understanding of the universe moving away from the materialism and mechanism of classical physics. Some…
Descriptors: Transformative Learning, Learning Theories, Sustainability, Interdisciplinary Approach
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Tharp, D. Scott – Journal of Transformative Education, 2017
The development of college students' cultural competence is important in an increasingly diverse world. This exploratory, qualitative, action research study examined how 158 first-year students understood and applied core concepts after participating in a standardized diversity and social justice lesson plan designed using transformative education…
Descriptors: College Freshmen, Cultural Awareness, Qualitative Research, Action Research
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Kester, Kevin – Journal of Transformative Education, 2017
This article examines higher education for peace inside the United Nations (UN). It offers an overview and synthesis of core concepts, organizing frameworks and theoretical premises in the field of peace and conflict studies (PACS) higher education and in the UN universities in particular, as the field aspires toward transformative learning and…
Descriptors: Peace, Criticism, Social Justice, Transformative Learning
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Miller Dyce, Cherrel; Owusu-Ansah, Angela – Journal of Transformative Education, 2016
Using data from preservice teachers enrolled in a diversity course in a predominantly White teacher education program, researchers uncovered that diversity education was indeed a catalyst for preservice teachers to increase knowledge of diversity and their understanding of the process of critically reflecting on their teaching and learning…
Descriptors: Teacher Education Programs, Cultural Pluralism, Teaching Methods, Cultural Relevance
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Lorenzetti, Liza A.; Azulai, Anna; Walsh, Christine A. – Journal of Transformative Education, 2016
The World Café (TWC), used as an effective conversational tool around the world, shares several tenets with other participatory approaches to learning and development. It has not been critiqued, however, for its insufficient attention to reflexivity, power differentials, and structural inequalities within its process, specifically in relation to…
Descriptors: Transformative Learning, Social Justice, Action Research, Participatory Research
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Baily, Supriya; Stribling, Stacia M.; McGowan, Chandra L. – Journal of Transformative Education, 2014
This article explores how teachers' perceptions of social justice issues are developed through experiential learning opportunities and maps their transformations in thinking onto the three levels of responsibility identified by Berger's "growing edge." The study looked at where teachers were on the growing edge and examples of how they…
Descriptors: Transformative Learning, Teacher Education, Social Justice, Experiential Learning
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Mackinlay, Elizabeth; Barney, Katelyn – Journal of Transformative Education, 2014
For tertiary educators in Indigenous Australian Studies, decolonising discourse in education has held much promise to make space for the diversity of Indigenous Australian peoples to be included, accessed, understood, discussed, and engaged with in meaningful ways. However, Tuck and Yang provide us with the stark reminder that decolonisation…
Descriptors: Foreign Countries, Transformative Learning, Social Justice, Social Change
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Pitts, Jamilla; Sanders-Funnye, Sharon; Lukenchuk, Antonina – Journal of Transformative Education, 2014
This study examines innovative practices that have been implemented in a summer session for an elementary school district in the Chicago area, and how program practices of a community college program work to provide academic support for first-generation, college-bound students from low-income households to encourage postsecondary educational…
Descriptors: School Districts, Community Colleges, First Generation College Students, Low Income
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Vettraino, Elinor; Linds, Warren; Goulet, Linda – Journal of Transformative Education, 2013
This article explores the arts' potential to transform the relationships between students and teachers, so that education becomes an "as if" world, where education is an act of social justice. Interweaving themes from the children's book "Click Clack Moo, Cows that Type" with theories of transformative pedagogy and their own…
Descriptors: Transformative Learning, Teacher Student Relationship, Social Justice, Childrens Literature
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Picower, Bree – Journal of Transformative Education, 2013
Many teachers who enter the profession to "make a difference" do not realize education is a highly political field. This qualitative study examined how teacher education can support new teachers to develop a critical sociopolitical analysis of education. The findings indicate through a year-long course of study, teachers developed two…
Descriptors: Teacher Attitudes, Political Issues, Qualitative Research, Teacher Education