Organizational learning and transformation and attainment of organizational goals are not at odds. Those who value and consciously integrate whole-person and whole-body strategies in their formal and informal learning practices encourage people to bring their whole selves, including their emotional, physical, and spiritual life, to work. As…

So, what exactly is narrative learning? And why should adult educators know about it and use it in practice? Well, the short answer to both questions is that one makes sense of all experience by narrating it (constructing it as a kind of story), so understanding how narrative works will make the practice of adult educators more effective. But…

In this chapter, the author will explore the significance of race from a social constructionist perspective. He will focus on immigration laws and on examples of legal cases that have set the stage for current definitions of whiteness and racial identification. A community-based transformational organizing model will be presented. The model will…

Transformative learning theory provides a framework for development of authentic, individuated, critically reflective practitioners. Strategies for transformative professional development include action plans, reflective activities, case studies, and critical theory discussions. (Contains 17 references.) (SK)

Emotion-laden images that arise within adult learning provide a symbolic language for helping teachers and learners understand and facilitate transformation at both the individual and group levels.

In summarizing the shared themes of the authors of the previous chapters, this chapter explores the role of the transformative educator, the transformative classroom environment, the transformative text, and the student when teaching for change.

An integrative approach views professional development for adult educators as learner centered and transformative; it should address motivation and technology. A new vision of professional development reconceptualizes the process to include understanding of contexts, active learning, reflection, and dialogue. (SK)

This chapter addresses ethical issues that can arise for an educator who ascribes to and practices from the theoretical perspective of transformative learning.

This chapter describes a four-lens model for understanding adult learning theories and provides adult educators and administrators with a useful conceptual framework for working with adult learners in adult degree programs.

This chapter offers a conceptual map for describing different means by which expressive ways of knowing support a holistic approach to transformative learning.

This chapter uses the classroom experiences of two black women professors as a lens to examine how transformational theory affects learning and teaching. It also explores the ways in which dimensions of power have an impact on student-teacher interactions.