Authentic relationships between teacher and student form a central process in transformative learning in the classroom. Based on research and theory, this chapter provides practical strategies for educators looking to foster authentic relationships.

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 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.