A path forward using Transformative Learning

“You can no simply upload your knowledge to students” instead transform students existing knowledge (McGonigal, 2005).  The strategies of transformative learning. The term ‘learning’ is used here as both the Instructor and the Student are transformed through the process of learning.

The process of learning must be a balance for the Instructor of support and challenge.  There are five conditions or parts of the transformation process: activating events, identify current assumptions, offer opportunity to test new perspectives, encourage critical reflection and discourse.  The most important factor for an Instructor is their self-reflection “conscious of the influence their beliefs may have on others” and “teaching does not necessarily generate learning… the learning is the aspired outcome” (Grant & Hurd, 2010).  This is done by remaining present in the learning setting, holding intentional space for learning regardless of the content, ‘hidden-curriculum’ or social-cultural environment (Nouri & Sajjadi, 2014).

Transformational teaching and learning, or emancipatory pedagogy, can be applied in both Indigenous remote communities and urban postsecondary settings.  The experiential tools used by Grand & Hurd (2010) also model that all fields of study in higher education will benefit from this approach; “learning is about invoking change”.  U W̱ȻEKETSET TŦE SOȽ ~ the door is opening.

Hyjka ….

Grant, S. & Hurd, F. (2010). Incorporating Critical Pedagogy into the Scholarship of Teaching and Learning: making the journey alongside our students. International Journal for the Scholarship of Teaching and Learning, 4(2), Article 20.  https://doi.org/10.20429/ijsotl.2010.040220

McGonigal, K. (2005). Teaching for Transformation: from learning theory to teaching strategies. Speaking of Teaching: The center for teaching and learning, 14(2). https://web.stanford.edu/dept/CTL/cgi-bin/docs/newsletter/transformation.pdf

Nouri, A. & Sajjadi, S. M. (2014). Emancipatory Pedagogy in Practice: aims, principles and curriculum orientation. International Journal of Critical Pedagogy, 5(2), 76-87.  http://libjournal.uncg.edu/ijcp/article/view/228