This chapter presents an overview of transformative learning theory while illuminating its connections to education for sustainability.

This article describes pedagogical teaching and learning strategies that facilitate transformative learning for RN-BSN students in the online program.

This chapter describes a transformative model for preparing graduate student instructors in any discipline to design and teach inclusive courses through a social justice framework.

This chapter describes the potlatch as a methodology to engage culturally diverse classrooms in liberation curriculum. The Potlach is a high-context, community-based, participatory method offering three intra/interpersonal reflexive waypoints teachers can use when designing and delivering transformative learning.

This chapter describes a faculty learning community formed at our university, in partnership with local Indigenous communities, as part of our response to Canada's Truth and Reconciliation Commission Calls to Action. We interviewed participants about their experiences in this group, including their challenges and transformations.

This chapter looks at ways in which pregnant women adopt the practices of Iyengar yoga, its value as a mode of transformative learning within a nonformal learning space, and the culture of body maintenance that drives practitioners.

This study of three Africana (Black women of the Diaspora) holistic health educators shows how their woman-centered learning cultures led them to personal transformation and leadership roles. Understanding their development can inform educational programming and support services for Black women students.

This chapter explores the role of transformative learning in fostering organizational change in higher education.

This chapter describes an innovative program that weaves together adult learning, transformative education, and indigenous epistemology in order to prepare Alaskan rural indigenous social service providers to better serve their communities.

This chapter explores how college students with diagnosed learning differences develop identity within changing relationships with the family system. Implications highlight the crucial roles of context and relationship in transformative learning.

This chapter presents the findings of a narrative study of two diverse faculty members on the path to their current faculty positions and examines their negotiation of a critical event in light of adult transformative learning.

This chapter describes a multidisciplinary faculty self-study about reciprocity in service-learning. The study began with each coauthor participating in a Decoding interview. We describe how Decoding combined with collaborative self-study had a positive impact on our teaching practice.

This chapter addresses the transformative use of the creative writing workshop as pedagogical method in undergraduate, graduate, and community-based creative nonfiction classes.

This chapter discusses key findings from two recent studies that examine transformative learning experiences in a restorative practices-based graduate program at the International Institute for Restorative Practices (IIRP). Restorative practices is a new interdisciplinary social science that studies the development and maintenance of relationships…

Our study examines the relationships of six dyads of women advisors and advisees in one doctoral program to understand power, context, and personal transformation. We found that mentoring is context specific and power dynamics range from equitable to hierarchical. This article explores the connection between relational cultural theory and…