Transformative

Learning:

Transformative learning is the expansion of

consciousness through the transformation of

basic worldview and specific capacities of

the self; transformative learning is facilitated

through consciously directed processes and

critically analyzing underlying premises

(Elias, 1997)

DisorientingDilemma + Reflection +Discourse= Transformative Learning

“Uncomfortable

questions can promote

critical self-reflection if a

[person] is willing and

ready to consider them”

Sadé Abraham, M.A.

Audrey Kajumbula, M.S., M.A.

New York University Abu Dhabi

Questions to Consider:

What is the goal of professional development?

What are you seeking from these opportunities?

How do educators see the world, question what we see and then develop personally and professionally?

When have you been incapable of seeing other perspectives in your day-to-day practice?

How is this inflexibility/lack of perspective being manifested in the work we do with students. What

perspectives are neglecting to consider? Who are we silencing in the process?

Applications for International Context:

“We need to improve our

skill at asking the right

questions, and then

patiently wait for

answers” (Costa, 2009)

Through critical reflection, however, we come to

identify, assess, and possible reformulate key

assumptions on which our perspectives are constructed

Dirks (1998)

Transformative learning within an international context

is about integration and finding connection (adaptation

and perspectival shift ) but also about differentiation and

reinventing oneself within a new context ( identity

development)

Transformative Educators

Like guides, we walk at times ahead of our students, at times beside them; at times, we

follow their lead. In sensing where to walk lies our art, for as we support our students in

their struggle, challenge them toward their best, and cast light on the road ahead, we do

so in the name of our respect for their potential and our care for their growth. (Daloz, 1999)