Rooted in nearly five decades of scholarly research, transformative learning theory explores how individuals construct and reinterpret their experiences, leading to profound change. This chapter delves into the foundational principles of transformative learning within adult education, highlighting its significance and broad applications. It starts…

Existing studies predominantly analyze the mental health experiences of Chinese international students through a psychological perspective. This study, however, delves into transformative learning (TL) outcomes related to understanding and overcoming "anxiety" from a critical sociological lens. Utilizing a duo-ethnographic methodology,…

The article analyzes the learning paths, organizational devices, and system actions taken within the Teaching & Learning Center research and training facility at the University of Siena.

In this chapter, we reconnect with and reflect on our own stories of working within a university setting and how we create spaces for the possibility of transformative learning. Through this process, we have renewed our purpose to advocate for a deeper focus on "the relational" in those contexts where a dominant focus on systems,…

This chapter presents one faculty member's narrative in which academic research, teaching, advising, and mentoring coalesced into an activist agenda for transformative learning and social justice.

This chapter considers Theme 4 of the "Hamburg Declaration": Adult learning, gender equality and equity, and the empowerment of women. It has a fourfold purpose. It begins with a review of the balance of progress to date in conceptualizing gender. Second, it examines the objectives of CONFINTEA V and VI from a gender perspective. Third,…

Emerging from the 1960s and a focus on transformative learning, Walden University is a pioneering program for adult learners. The authors outline how Walden's doctoral program engaged mid-career professionals in student-designed inquiry and applied scholarship. They first discuss the founding of Walden University. Then they describe how the…

This chapter describes an innovative writing program at Simon Fraser University that has implications for fostering transformative learning.

This chapter describes the educational possible selves of low-income mothers as they make the transition from welfare to work.

The possible selves construct is presented as a useful and largely untapped perspective on adult learning. Special attention is given to the role of educational helping relationships in fostering positive possible selves among adult learners.

This chapter discusses the challenges of fostering spirituality in the higher education classroom and its relationship to the practice of transformative learning.

This chapter examines how the study of popular romantic fiction was used to transform students' understandings of the ways in which gendered identities are constructed and their perception of the way textual meanings are determined.