Abstract:

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. Educators’ working knowledge is investigated through in-depth interviews and by inviting educators to relate stories of transformative learning from their practice. 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. In the conclusion, facilitation of transformative learning requires capabilities in reading issues and positioning self within interaction while it requires ability to encourage students in developing critically reflective, perspective-rich, and contextually meaningful global understandings.

Keywords:

Transformative learning, facilitator, narrative approach.