FOSTERING TRANSFORMATIVE LEARNING: A BRIDGE BETWEEN DISCIPLINES AND EXPERIENCES

This paper 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. The theoretical framework is developed through two approaches; namely, through the literature of transformative learning in adult education and through concepts of narrative, discourse and identity. This study argues that Mezirow's theory of transformative learning has limitations when considering social interactions involved in transformative learning. Narrative approach is used because of its potential to explore working knowledge in a comprehensive, contextualised way. As universities begin to consider transformative learning as a core value in education, there is a need to contemplate the role of transformative learning in higher education. The author gives an account of her experiences in transformative learning during her feminist Ph.D. thesis until she became involved in transformative learning within the higher education context. This paper examines the possibility (the potential benefits, drawbacks, and implications) of shifting university education from the current model toward a model for transformative learning and sustainability. Ultimately, the paper raises a number of questions for academics to consider, including the possible outcomes and implications for implementing transformative education in the university curriculum. In the conclusion, transformative learning requires capabilities positioning self within interaction while it requires ability to encourage students in developing critically reflective, perspective-rich, and contextually meaningful global understandings.