This literature review paper aims to explore the current state of transformative learning theory in a global context by examining how scholars from different world regions understand, utilize, and develop transformative learning theory in their own contexts. Transformative learning theory has been a significant framework for investigating…

This article provides a conceptual discussion of the role of hope in promoting global citizenship education (GCED) and argues that a global perspective in education requires a hopeful imaginative ethos to lay the foundations for a new transformative pedagogy. After introducing UNESCO's recent report "Reimagining Our Futures Together,"…

This dialogue with Janet Miller, from her early work in the 1980s through the present, explores a post-human response to situatedness and embodiment, and demonstrate possible things to consider when we want to avoid centering human experience--when we strive to steward a universe determined as much by the more-than-human participants in our…

The continuously growing field of private English-speaking international schooling has always involved a dichotomy of approach. The marginal 'internationalist' approach, ideologically committed to nurturing unity and global peace, is exemplified by the cadre of United World Colleges (UWC). The UWCs began in 1962 and now number 18 globally…

Recently, the new global policy framework for implementing education for sustainable development (ESD) -- "ESD for 2030" -- was launched officially. Drawing on Foucauldian theory, this paper explores biopolitical elements in "ESD for 2030." The paper contributes to previous research on ESD policy by employing a biopolitical…

This article brings climate communication approaches to transformational climate learning by critically evaluating an experimental climate communication retreat that brought 20 young adults from across Europe together in Austria to co-create climate communications as a constitutive dimension of climate action. Structured around the…

Within the broad Freirean paradigm that dominates critical pedagogy, there is a tendency to assume that affects such as love, hope, and empathy as well as revolutionary agency are naturally occurring in all human beings and that conscientization will eventually lead to empowerment for change (Amsler 2011). However, it is not clear how the workings…

This article documents the author's experience participating in a course taught primarily by food activist, Dr. Vandana Shiva, and run by the Earth University in Uttarakhand, India. Drawing on Gandhi's four pillars of nonviolent action, this article links individual course participants' experiences of transformative learning to the transformation…

In this article, Christine Donahue describes how her experiences as a scholar, a member of multi-country European research projects, university research laboratories, and as an invited professor in multiple institutions, have transformed her life and her approach to writing research. Donahue notes that human instinct when encountering the new, the…

Education is often perceived in policy agendas as playing a transformative role in realising sustainable development and the SDGs on the continent. The assumption is based, however, on an insufficiently critical understanding of the historical role of education in supporting unsustainable development. The article provides a critical account of the…

Teachers are seen as key actors of change within programmes and projects on global learning. But all too often they are regarded in an instrumental way or as promoters of some form of ideal global teacher. Evidence from the UK and elsewhere suggests that if a pedagogical approach is taken to the role of teachers within the process of learning,…

In 2015, the United Nations (UN) General Assembly adopted a resolution titled "Transforming our world: the 2030 Agenda for Sustainable Development" and a set of 17 Sustainable Development Goals (SDGs). The notion of "transformative education" is being mainstreamed in the work of UNESCO within the new framework of the SDGs,…

Interdisciplinary, collaborative teaching and learning is recognised as important for twenty-first century tertiary education that seeks to build students' critical thinking, cultural competence and global understanding. The core elements needed for truly successful collaboration are, however, little understood. This article presents a critical…

This article focuses on the experiences and strategies of members of Sociologists for Women in Society (SWS) who strive to bridge the worlds of social activism and academia. It concerns the International Committee's work at the United Nations (UN), specifically at the annual Commission on the Status of Women (CSW) meeting. It builds on…

This Handbook provides a wide-ranging frame of reference for researching adult and lifelong education and learning. With contributions from scores of established and newer scholars from six continents, the volume covers a diverse range of geopolitical and social territories across the world. Drawing on the multiple heritages that underpin research…