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Abstract

Tracking the evolution of transformative learning theory (TLT) has primarily been conducted through literature review while overlooking potential insights from empirical meta-studies. We examined evolving perspectives on TLT through a meta-analysis of scholars’ engagements within the field. We incorporated narrative interviews with twelve scholars, using thematic analysis to draw insights from their experiences and contributions. Employing the Community of Practice (CoP) framework, we explored the collective shaping of TLT by its academic community, exploring themes such as critical and appreciative views on Mezirow and TLT foundational concepts, the theory’s application in research and teaching, its theoretical connections, its geographical expansion, publication contributions, and community building. The findings highlighted the dynamic and socially constructed nature of transformative learning field and its adaptability to diverse contexts and contemporary challenges. The study underscored the importance of collaboration and community building among scholars, which not only sustains the theory but also propels its evolution, ensuring its continued relevance. Moving forward, we advocated for continued innovation in theory and practice within the transformative learning community.

Keywords

community of practice field evolution meta-study scholarly collaboration transformative learning theory

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My Theory,my Tool,my Tribe: Unpacking Scholars’ Perspectives on the Evolution of Transformative Learning

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