This study reports on the transformative learning experience that occurred through a workshop course about adult learning. The course took on a new and exciting angle, with the book, Radicalizing Learning: Adult Education for a Just World. This text set up learning through the lens of democratic socialism, radicalized learning, and critical thinking/teaching. The course structure modeled these characteristics through the activities, assignments, and the instructor’s approach to learning. The diverse backgrounds of the students, including race, sexual orientation, politics, and professions, created a unique opportunity to generate new knowledge together. Building on transformative learning and inclusive pedagogy, the instructor brought the learners into the development of the course from the beginning. The study follows the transformation of each individual and then suggests ways to transfer this to other settings.
AdamsF.HortonM. (1975). Unearthing seeds of fire: The idea of highlander. Winston–Salem, NC: John F. Blair.
2.
ArmstrongK. B.NabbL. W.CzechA. P. (Eds.). (2006). North American adult educators: Phyllis M. Cunningham archive of quintessential autobiographies for the Twenty-First Century. Chicago, IL: Discovery Association Publishing House.
3.
BelenkyM. F.ClinchyB. M.GoldbergerN. R.TaruleJ. M. (1997). Women's ways of knowing: The development of self, voice, and mind. New York: Basic Books.
4.
BrookfieldS. D. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey- Bass.
5.
BrookfieldS. D.HolstJ. D. (2011). Radicalized learning: Adult education for a just world. San Francisco, CA: Jossey-Bass.
6.
BrookfieldS. D.PreskillS. (2009). Learning as a way of leading: Lessons from the struggle for social justice. San Francisco, CA: Jossey-Bass.
CrantonP. (2009). Foreword. In HogganC.SimpsonS.Stuckey, HH.. (Eds.) Creative expression in transformative learning: Tools and techniques for educators of adults (pp. vii–x). Malbar, Florida: Krieger Publishing Company.
9.
CrantonP.CarusettaE. (2004). Perspectives on authenticity. Adult Education Quarterly, 55, 5–22.
10.
Davis-ManigaulteJ.YorksL.KaslE. (2006). Expressive ways of knowing and transformative learning. In TaylorE. W. (Ed.). New Directions for Adult and Continuing Education (No. 109; pp. 27–35).San Francisco, CA: Jossey-Bass. doi:10.1002/ace.205
11.
DenzinN. K. (1989). Interpretive interactionism. Newbury Park, CA: Sage Publications.
12.
DyeJ. F.SchatzI. M.RosenbergB. A.ColemanS. T. (2000). Constant comparison method: A kaliedoscope of data. The Qualitative Report, 4(1/2). Retrieved fromhttp://www.nova.edu/ssss/QR/QR4-1/dye.html
13.
FreireP. (1973). Education for critical consciousness. New York, NY: Seabury, 1973
14.
GlaserB. G.StraussA. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine Publishing Company.
GuyT. (Ed.) (1999). In ImelS. (Series Ed.), Providing culturally relevant adult education: A challenge for the Twenty-First Century(New Directions For adult And Continuing Education, No. 82). San Francisco, CA: Jossey-Bass.
17.
HeronJ. (1992). Feeling and personhood: Psychology in another key. Thousand Oaks, CA: Sage.
18.
JonesD. (2011). The joyful experiences of mothers of special needs children: An autoethnography study. (Doctoral dissertation).
19.
LanganD.SheeseR.DavidsonD. (2009). Constructive teaching and learning: Collaboration in a sociology classroom. In MezirowJ.TaylorE., & Associates (Eds.) Transformative learning in practice: Insights from community, workplace, and higher education (pp. 46–56). San Francisco, CA: Jossey-Bass.
20.
MerriamS. B. (2009). Qualitative research: A guide to design and implementation (3rd ed). San Francisco: Jossey-Bass.
21.
MezirowJ. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass.
22.
MostynB. (1985). The content analysis of qualitative research data: A dynamic approach. In BrennerM.BrownJ.CanterD. (Eds.). The research interview: Uses and approaches (pp. 115–144). London: Academic Press.
23.
O'SullivanE. V.MorrellA.O'ConnorM. A. (Eds.). (2002). Expanding the boundaries of transformative learning: Essays on theory and praxis. New York: Palgrave.
24.
PayneR. K. (2003). Framework for understanding poverty (3rd ed.). Highlands, TX: Aha Process Inc.
25.
ShearedV.Johnson-BaileyJ.ColinIII, S. A.PetersonEBrookfielS. DAssociates (Eds.). (2010). The handbook of race and adult education: A resource for dialogue on racism. San Francisco, CA: Jossey-Bass.
26.
SisselP.ShearedV. (Eds.). (2001). Making space: Merging theory and practice in adult education. Westport, CT: Bergin and Garvey.
27.
StraussA.CorbinJ. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.
28.
TaylorE. W. (2007). An update of transformational learning theory: A critical review of the empirical research (1999–2005). International Journal of Lifelong Education, 26, 173–191.
29.
TaylorE. W. (2008). Transformative learning theory. In MerriamS. B. (Ed.). An update of adult learning (pp. 5–15). (New Directions for Adult and Continuing Education, No. 119). San Francisco, CA: Jossey-Bass. doi:10.1002/ace.301
30.
TaylorE. W. (2009). Fostering transformative learning. In MezirowJ.TaylorE., & Associates (Eds.) Transformative learning in practice: Insights from community, workplace, and higher education (pp. 3–17). San Francisco, CA: Jossey-Bass.
31.
YorksL.KaslE. (2002). Toward a theory and practice for whole-person learning: Reconceptualizing experience and the role of affect. Adult Education Quarterly, 52, 176–192.
