Transformative Learning Challenges in a Context of Trauma and Fear: An Educator's Story

Autor/in	John, Vaughn M.
Titel	Transformative Learning Challenges in a Context of Trauma and Fear: An Educator's Story
Quelle	In: Australian Journal of Adult Learning, 56 (2016) 2, S.268-288 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1394
Schlagwörter	Foreign Countries; Transformative Learning; Adult Learning; Learning Theories; Adult Education; Case Studies; Trauma; Fear; Rural Education; Qualitative Research; Interviews; Observation; Content Analysis; Violence; Adult Educators; Experience; South Africa + Suchen Sie Ihr Suchwort? Ausland; Pädagogische Transformation; Adulte education; Adult training; Erwachsenenbildung; Learning theory; Lerntheorie; Adult; Adults; Education; Adult basic education; Case study; Fallstudie; Case Study; Furcht; Ländliche Erwachsenenbildung; Qualitative Forschung; Interviewing; Interviewtechnik; Beobachtung; Inhaltsanalyse; Gewalt; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Erfahrung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	After more than three decades of development, transformative learning theory is currently a major theory of adult learning. It has also attracted substantial critique, leading to further development, application and differentiation. Recent contributions to this vast scholarship show a quest for a more unified theory. This article examines transformative learning theory via a case study of an adult education project in rural KwaZulu-Natal, South Africa. Drawing on life and pedagogical experiences of an educator, it focusses on aspects of the theory subjected to critique and raises questions about attempts to foster transformative learning in oppressive contexts involving trauma and fear. The article calls for greater attention to the life and experiences of the educator in the learning process while responding to calls for theoretical examination in more diverse contexts. It thus illustrates how more varied, situated accounts of transformative learning attempts may challenge and improve our understandings of adult learning encounters. (As Provided).
Anmerkungen	Adult Learning Australia. Level 1, 32 Northbourne Avenue, Canberra, ACT 2603, Australia. Tel: +61-02-6274-9515; Fax: +61-02-6274-9513; Web site: http://www.ala.asn.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01