"Place: it's where we're from; it's where we're going. . . . It asks for our attention and care. If we pay attention, place has much to teach us." With this belief as a foundation, "The Power of Place" offers a comprehensive and compelling case for making communities the locus of learning for students of all ages and…

FORUM invited Melissa Benn and Jane Martin to interview Clyde Chitty, a brilliant and effective classroom and university teacher, one of the most well-known advocates of comprehensive education, a long-standing member of FORUM's editorial board, and for two decades co-editor of the publication. It was Michael Armstrong who called him 'the patron…

In 2002, the author published three models for categorizing human rights education practice in the formal and non-formal education sectors: Values and Awareness, Accountability and Transformation, which are widely cited in the HRE literature. The original models were developed by applying grounded theory from a practitioner's point of view about…

Many racial, ethnic, cultural, linguistic, and religious groups are denied structural inclusion into their nation-state. Consequently, they do not internalize the values and symbols of the nation-state, develop a strong identity with it, or acquire political efficacy. The author conceptualizes this process as "failed citizenship,"…

Two curriculum scholars of contrasting epistemological backgrounds engage in a complicated curriculum conversation on the subject of fear and learning. One author's position is that learning is not only fraught with fear but also requires fear to be transformational. Furthermore, education is intimately connected to fear and unrest. The other…

In this thinkpiece Rob Bowden argues that an East meets West project points the way for global learning to be truly transformative. The project has a simple premise--that there is much to be learned by bringing Eastern and Western perspectives and pedagogies together and that such a process not only nurtures a global learning disposition…

This chapter addresses the importance of community in fostering transformative learning and living environments for children with special needs. Community is conceptualized as a special kind of relationship between people, who, regardless of geography, share common values, concerns, interests, or experiences. This understanding of community as…

Educators, government bodies and employers have acknowledged the need for modern learners to acquire 21st century skills using information and communication technologies, to personalise student learning. Students need broader skills than the 3Rs (reading, writing and arithmetic) to operate in the 21st century. These broader skills known as the 4Cs…

In this paper we look into the conditions in which dialogue could be utilized to facilitate transformative learning and reflection. We explore the notion of a safe and accepting learning environment from the relational and phenomenological viewpoint, and analyze what it actually means and how it may be developed. We understand facilitating…

This article depicts the literature on transformative learning theory in two ways. First, it conveys an historical evolution of the theory that has taken place over the past four decades. Second, it reviews the research literature on transformative learning within the field of adult education over the past 12 years in terms of its portrayal and…

The purpose of this autoethnographic study is to share the power of writing as a transformative research method (Custer, 2014). This study draws from the life of a nontraditional adult learner doctoral student, who while traveling through Italy alone, embarked on a journey of self-discovery and transformation. Using a narrative voice, the…

This article is a discussion of culture circles as they might be employed in public school classrooms to promote humanization and transformational social participation. We suggest culture circles are a medium that teachers might employ toward human becoming and thus aid students in improving their communities through their shared examination of…

As traditional education transitioned from face-to-face interactions to virtual learning during the COVID-19 pandemic, faculty and staff in dental hygiene, nursing, and exercise science programs placed students at the center of every educational decision and promoted stability in learning with their commitments to excellence in teaching and the…

Mainstreaming gender within pre-primary education is a priority in tackling gender-related inequalities from the early years. Such mainstreaming requires the commitment of a variety of stakeholders within the education system and beyond, including different units within education ministries, pre-service and in-service teacher training providers,…

This short address by Hunter McEwan provides a background to what a professional practice degree is and discusses some of the accomplishments of the very first group of graduates of the new EdD--the Doctorate in Professional Educational Practice--at the College of Education (COE) at the University of Hawai'i. The COE aimed at building a…