For the purpose of reflective analysis, this article, which employs narrative inquiry as a research methodology, combines two "crossing the boundaries" dilemmas I experienced over the course of a decade. While the dilemmas relate to different issues that emerged in my career (standardized testing as a K-12 teacher and the formal…

Amanda Haertling Thein, Richard Beach, and Daryl Parks explore the subtle yet powerful changes that transpire when white students encounter multicultural literature and experience tensions between their beliefs and those that appear in the texts. As students mediate the tensions, they become more critically aware of their beliefs and may be more…

The advantages of transformative learning approaches in graduate education parallel the tenets of mentoring and lifelong learning. Under this theoretical framework, adult student achievement in leadership programming can be assessed as a developmental and individualized process. The mixed methods study presented here illustrates that it is…

Graduate students seeking certification as literacy specialists were asked to send monthly newsletters home with their students as a requirement for one of their courses. They were also asked to critically examine their newsletters, to discuss the impact, if any, it made on their relationships with parents, and to reflect on the experience. This…

The 2010 International Pre-Conference of the Commission on International Adult Education (CIAE), American Association for Adult & Continuing (AAACE), was successfully conducted from October 24-26, at the Hilton Clearwater Beach Resort, Clearwater Beach, Florida. This publication includes the papers presented during the conference. These are:…

Increasing diversity and linguistics complexity in classrooms is occurring in schools throughout the world. Bilingual teachers need to develop knowledge and skills to succees in teaching diverse students. Demographic shifts are bringing increasing numbers of international students from diverse racial, ethnic, religious, class, and linguistic…

These proceedings contain the papers of the International Conference on Mobile Learning 2013, which was organised by the International Association for Development of the Information Society, in Lisbon, Portugal, March 14-16, 2013. The Mobile Learning 2013 International Conference seeks to provide a forum for the presentation and discussion of…

This article explores Scharmer's account of generative dialogue, which followed from Bohmian dialogue in the 1980s and Isaacs' research with the MIT Dialogue Project in the early 1990s. It presents the author's view that generative dialogue offers a useful theoretical framework and effective means for facilitating transformative learning processes…

Stemming from a 1998 Columbia University conference on transformative learning, this 3-part book contains 12 articles that examine the concept of how adults learn to change ("transform") their frames of reference. The following are included in Part One: Developing Concepts of Transformative Learning: "Learning To Think Like an Adult: Core Concepts…

A relevant question for educators is how adult learning and education can cultivate change with individuals and groups. M.D. Hohn (1998) identifies four types of change: change by exception, incremental change, pendulum change, and paradigm change. A change agent tries to bring about a change deliberately. The change process is transformative, is…

What is considered legitimate learning is culturally and contextually specific, depending on what values are involved. Different values are engaged depending on whether legitimate learning is considered transformation of the individual in relation to self, in relation to society, or in relation to the workplace. (SK)

Narrative analysis of interviews with 11 HIV-positive adults in 1995, 1998, and 1999 found the following: (1) perspective transformation remained stable; (2) changes in meaning schemas in 1998 had been acted on; (3) new meanings included increased appreciation for the human condition and an expanded view of intimacy; and (4) social interaction was…

Interviews with 12 adult educators in English and English as a second language revealed that most were not aware of transformative learning, Freire's critical theory, or Mezirow's perspective transformation. They were also aware of the need to balance teaching ideals with practicalities, barriers facing students, and negotiation between learner…

Data from an Australian evaluation of competency-based training (CBT) suggest that it emphasizes development of procedural, technical knowledge over reflective problem solving and precludes transformative learning. CBT's empowerment discourses are often belied by workplace realities. Identities of workers and vocational educators are circumscribed…

Narratives of three women experiencing crisis suggest the following: (1) crisis context presents conditions incompatible with transformational education; (2) adult basic education's structure of mastery or absolute knowledge is an obstacle; and (3) the fragmented self is a more appropriate organizational structure for the concept of meaning…