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Saskia Eschenbacher; Nils Weber – Studies in the Education of Adults, 2023
The theory of transformative learning and its notion of freedom, that we are not trapped by one way of looking at the world or being in the world, fosters a fundamental re-ordering and radical questioning of how one thinks or acts. As a theory of adult learning, it emerged from the women's movement in the US, echoing what it means to become a…
Descriptors: Sexual Identity, Transformative Learning, Reflection, Criticism
Keddie, Amanda – Pedagogy, Culture and Society, 2022
Schools have long played a significant role in teaching students the values of gender respect and equity. These values have been embedded in education policy and practice in contexts such as Australia for decades. In the current #MeToo moment, there has been renewed emphasis on gender transformative teaching in schools. This work, however, is…
Descriptors: Males, Gender Issues, Masculinity, Sex Role
Mitsunori Misawa; Juanita Johnson-Bailey – International Journal for Talent Development and Creativity, 2024
Although feminist pedagogy has been widely used as a teaching approach in classrooms in higher education to enhance diversity, issues of race and gender are often areas of contestations for non-White faculty. The purpose of this study was to explore how non-White professors, a Black woman tenured full professor and a gay Asian male pre-tenured…
Descriptors: Feminism, Educational Practices, Transformative Learning, Race
Shauna Butterwick – Canadian Journal for the Study of Adult Education, 2024
In this reflective account, I revisit my geopolitical location, earlier life and career, and academic journey using the ideas of feminist theorist Dorothy Smith as an interpretive frame. Her theorizing and methodology have been transformative, particularly in relation to gaining insight into a paradox. In order to undertake community-engaged…
Descriptors: Reflection, Sociology, Social Theories, Females
Zebracki, Martin – Journal of Geography in Higher Education, 2020
This paper establishes a novel niche by providing an original critical synthesis of the potentials and challenges of using public art to teach about, and "que(e)ry", sexuality, gender and space. The argument vouches for a critical pedagogy that pursues a visual politics for experiential and potentially transformative learning about…
Descriptors: Art Products, Exhibits, Sexuality, Gender Issues

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