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,…

This study utilizes the personal critical narrative of myself, a woman from the Chaoshan region in China, as the primary data source to explore the impact of traditional gender roles and patriarchal values on women's personal growth transformation through a feminist lens. Integrating feminist and transformative learning theory, it encompasses my…

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,…

For most reentry women students, development entails a shift from identifying themselves in terms of their psychological surroundings to authoring and authorizing their own identity. Reentry women need both self-direction and supports that promote development. (SK)

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

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.