Journal of Transformative Education

The Journal of Transformative Education (JTED) is a peer-reviewed, scholarly journal focused on advancing the understanding, practice, and experience of transformative education for adult learners. Transformative education is defined as learning that has the potential for “significant change in how learners experience, conceptualize, and interact with the world.”

The Journal of Transformative Education invites researchers from a wide array of disciplines whose work reflects this overall aim and scope to submit original research, reviews, and topical dialogue and communication on all aspects of transformative education and learning. We encourage a diverse range of methodologies and theoretical approaches to the topic of transformative education. Areas that can be addressed include but are not limited to:

• Adult education and lifelong learning
• Change, transition, and transformation
• Management and corporate education
• Educational and humanistic psychology
• Experiential education
• Holistic education
• Organizational development, learning, and psychology
• Community engagement
• Social movement learning
• Social change

JTED is particularly interested in articles that seek to introduce, test, build on, and elaborate theoretical perspectives, that demonstrate innovate and creative applications of the theory in practice contexts, and that explore the international and cross-cultural issues of the theory and practice of transformative education. We encourage manuscripts from diverse international scholars.The journal seeks to deliver high academic quality in an engaging, thought-provoking, participative, and reflexive scholarly discourse across the spectrum of issues which transformational education encompasses, including

• Individual, group, organization, and societal processes of transformation
• Factors that promote and constrain transformation
• Emotional, cognitive, embodied, spiritual, social, temporal, spatial, emancipatory, and other dimensions of transformative learning and education
• Spaces and settings that foster transformative education
• Educational and institutional processes that foster transformation and which contribute to equality and social justice

The journal is global in scope and content and is diverse in its approaches and topics - drawing from theory, research, practice, individual experience, and building on the established traditions and lines of inquiry in transformative education.

Hoggan, C. (2016). Transformative learning as a metatheory: Definition, criteria, and typology. Adult Education Quarterly, 66(1), 57-75. DOI: 10.1177/0741713615611216

Submit your manuscript today at https://mc.manuscriptcentral.com/jted.