From critical reflection to transformative praxis: Intersecting Freire, Mezirow & Brookfield
Abstract
This paper adapts a comparative critical theoretical analysis and synthesis of the theories of Paulo Freire, Jack Mezirow, and Stephen Brookfield, three seminal scholars whose work has shaped the concept of critical reflection in adult education. Although all three regard education as a site of human growth and democratic development, they articulate different pathways toward transformation. Freire advances a radically political pedagogy of critical consciousness (conscientização), situating reflection within collective struggle and action against oppression. Mezirow frames transformation as a primarily cognitive and individual process, through which adults reassess meaning perspectives via rational–critical discourse. Brookfield occupies an integrative position: drawing on critical theory, he emphasises ideology critique and the pervasiveness of power, arguing that critical reflection is inherently political and must expose hegemonic assumptions embedded in practice. By juxtaposing these perspectives, the paper shows that critical reflection is not a uniform construct, but a multifaceted practice shaped by distinct ontological, epistemological and ethical commitments. Synthesizing their insights points toward an integrative framework in which education as praxis unites meaning-making, ideological critique and collective action. In the face of growing inequality, authoritarian tendencies and the marketisation of adult learning, adult educators must cultivate spaces of dissent, reflection and solidarity where individuals and communities can imagine and enact more just worlds.
Article Details
- Zitationsvorschlag
-
Gioti, L., & Toka, A. (2026). From critical reflection to transformative praxis: Intersecting Freire, Mezirow & Brookfield. Adult Education Critical Issues, 5(2), 51–65. https://doi.org/10.12681/haea.43677
- Rubrik
- Articles
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung 4.0 International.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Downloads
Keine Nutzungsdaten vorhanden.
Literaturhinweise
Apple, M. W., & Au, W. (2009). Politics, theory, and reality in critical pedagogy. In Cowen, R., Kazamias, A.M. (eds), International handbook of comparative education (pp. 991–1007). Springer.
Batruch, A., Autin, F., & Butera, F. (2019). The paradoxical role of meritocratic selection in the perpetuation of social inequalities at school. In J. Jetten & K. Peters (Eds.), The social psychology of inequality (pp. 141–157). Springer.
Briton, D., & Plumb, D. (1993). The commodification of adult education. In Proceedings of the 34th Annual Conference of the Adult Education Research Conference (pp. 31–36). Penn State University.
Brookfield, S. (1985). A critical definition of adult education. Adult Education Quarterly, 36(1), 44–49.
Brookfield, S. (1994). Tales from the dark side: A phenomenography of adult critical reflection. In 35th Annual Adult Education Research Conference Proceedings (pp. 55–61).
Brookfield, S. (1998). Critically reflective practice. Journal of Continuing Education in the Health Professions, 18(4), 197–205.
Brookfield, S. (2000a). Transformative learning as ideology critique. In J. Mezirow & Associates (Eds.), Learning as transformation (pp. 125–150). Jossey-Bass.
Brookfield, S. (2000b). The concept of critically reflective practice. In L. Wilson & E. R. Hayes (Eds.), Handbook of adult and continuing education (pp. 33–49). Jossey-Bass.
Brookfield, S. D. (2002). Using the lenses of critically reflective teaching in the community college classroom. New Directions for Community Colleges, 2002(118), 31–38. https://doi.org/10.1002/cc.61
Brookfield, S. (2003). Putting the critical back into critical pedagogy: A commentary on the path of dissent. Journal of Transformative Education, 1(2), 141–149.
Brookfield, S. (2005). The power of critical theory for adult learning and teaching. Open University Press.
Brookfield, S. (2009). The concept of critical reflection: Promises and contradictions. European Journal of Social Work, 12(3), 293–304.
Brookfield, S. (2010). Critical reflection as an adult learning process. In N. Lyons (Ed.), Handbook of reflection and reflective inquiry (pp. 215–236). Springer.
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom. John Wiley & Sons.
Brookfield, S. (2016). So exactly what is critical about critical reflection? In J. Fook, V. Collington, F. Ross, G. Ruch, & L. West (Eds.), Researching critical reflection and research: Multidisciplinary perspectives (pp. 23–34). Routledge.
Brookfield, S. (2017). Becoming a critically reflective teacher (2nd ed.). Jossey-Bass.
Brookfield, S. (2018). Critical adult education theory: Traditions and influence. In M. Milana et al. (Eds.), The Palgrave international handbook on adult and lifelong education and learning (pp. 53–74). Palgrave Macmillan.
Brookfield, S. (2023). Προς μια κριτικά στοχαστική διδασκαλία [Becoming a critically reflective teacher] (K. Toka, Trans.). Gutenberg. (Original work published 2017).
Collins, J. (2009). Social reproduction in classrooms and schools. Annual Review of Anthropology, 38, 33–48.
Cranton, P., & Taylor, E. W. (2012). A theory in progress? Issues in transformative learning theory. European Journal for Research on the Education and Learning of Adults, 4(1), 35–47.
Darder, A. (2020). Teaching as an act of love: Reflections on Paulo Freire and his contributions to our lives and our work. Education Sciences, 2020, 177-190.
Dolioti, A., & Zarifis, G. K. (2009). O κριτικός στοχασμός ως προϋπόθεση μετασχηματισμού της ανθρώπινης εμπειρίας και ο ρόλος των συναισθημάτων [Critical reflection as a prerequisite for the transformation of human experience and the role of emotions]. In G. Zarifis (Ed.), Ο κριτικός στοχασμός στη μάθηση και εκπαίδευση ενηλίκων: Θεωρητικές προσεγγίσεις & πρακτικές προεκτάσεις [Critical reflection in adult learning and education: Theoretical approaches & practical implications] (pp. 103–136). Papazisi. [In Greek]
Fejes, A., & Salling Olesen, H. (2016). Marketization and commodification of adult education. European Journal for Research on the Education and Learning of Adults, 7(2), 146–150.
Fejes, A., Wärvik, G.-B., & Runesdotter, C. (2016). Marketization of adult education: Principals as business leaders, standardizers and team builders. International Journal of Lifelong Education, 35(6), 664–681.
Finnegan, F. (2008). Neo-liberalism, Irish society and adult education. The Adult Learner, 21–39.
Fleming, T. (2018). Mezirow and the theory of transformative learning. In V.Wang (Ed.), Critical theory and transformative learning (pp. 120–136). IGI Global.
Fraser, N. (1981). Foucault on modern power: Empirical insights and normative confusions. Praxis International, 1(3), 272–287.
Freire, P. (1997). Pedagogy of the heart. Continuum.
Freire, P. (1998). Pedagogy of freedom: Ethics, democracy and civic courage. Rowman & Littlefield.
Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed., M. Ramos, Trans.). Continuum. (Original work published 1968)
Freire, P. (2005). Education for critical consciousness. Continuum.
Freire, P. (2018). Teachers as cultural workers: Letters to those who dare teach. Routledge.
Freire, P. (2022). Η Παιδαγωγική της Αυτονομίας [Pedagogy of Autonomy] (Ed. M. Nikolakaki). Diadrasi. [in Greek]
Gioti, L. (2019). Η διαμόρφωση του Πεδίου της Εκπαίδευσης Ενηλίκων [The formulation of the field of adult education]. Grigori. [In Greek]
Gioti, L. (2020). Ρεύματα σκέψης που διαμόρφωσαν τη θεωρία και την πρακτική του σχεδιασμού και της ανάπτυξης προγραμμάτων εκπαίδευσης ενηλίκων [Currents of thought that formulated the theory and practice of adult education programme design and development]. Lecture notes, School of Primary Education, Aristotle University of Thessaloniki, Greece. [In Greek]
Gioti, L. (2024a). Το έργο του Stephen Brookfield: Θεωρία και Πρακτική της Κριτικά Στοχαστικής Μάθησης [The work of Stephen Brookfield: Theory and practice of critically reflective learning]. Hellenic Adult Education Association. [In Greek]
Gioti, L. (2024b). Η επικαιρότητα του σχεδιασμού ενός επιμορφωτικού προγράμματος για τον προοπτικό μετασχηματισμό του πλαισίου των παραδοχών των εκπαιδευτικών που διδάσκουν μαθήτριες και μαθητές με υποτελή κουλτούρα [The timeliness of designing a training program for the prospective transformation of the framework of assumptions of teachers who teach students with a subservient culture]. In Ch. Parthenis, L. Gioti, T. Katopodi (eds) Διά βίου εκπαίδευση και επιμόρφωση των εκπαιδευτικών στις σύγχρονες πολυπολιτισμικές κοινωνίες: Θεωρητικές προσεγγίσεις, δράσεις και πρακτικές της διαπολιτισμικής εκπαίδευσης [Lifelong education and training of teachers in modern multicultural societies: Theoretical approaches, actions and practices of intercultural education] (pp. 205-242). Gutenberg. [in Greek]
Heaney, T. (1992). Essay review: When adult education stood for democracy. Adult Education Quarterly, 43(1), 51–59.
Inglis, T. (1997). Empowerment and emancipation. Adult Education Quarterly, 48(1), 3–17.
Karalis, T. (Ed.). (2021). Η Παιδαγωγική της Αξιολόγησης [Pedagogy of evaluation] (S. Tsoukalas, Trans.). INE–GSEE. (Original work published 2017) [In Greek]
Keogh, H. (2009). The state and development of adult learning and education in Europe, North America and Israel: Regional synthesis report. UNESCO Institute for Lifelong Learning.
Keramas, S. (2014). Theory of power in Michel Foucault. https://www.academia.edu/6214241/.
Kitchenham, A. (2008). The evolution of Jack Mezirow's transformative learning theory. Journal of Transformative Education, 6(2), 104–123.
Kioupeloglou, N., & Zarifis, G. (2009). Κριτικός στοχασμός και ο κύκλος της «conscientização»: Ζητήματα κατανόησης του πλαισίου δράσης με στόχο τη χειραφέτηση και την κοινωνική αλλαγή [Critical reflection and the cycle of “conscientização”: Issues of understanding the action framework aimed at emancipation and social change]. In G. Zarifis (Ed.), Ο κριτικός στοχασμός στη μάθηση και εκπαίδευση ενηλίκων: Θεωρητικές προσεγγίσεις & πρακτικές προεκτάσεις [Critical reflection in adult learning and education: Theoretical approaches & practical implications] (pp. 103–136). Papazisi. [In Greek]
Kioupkiolis, A. (2015). Φιλοσοφίες της ελευθερίας [Philosophies of freedom]. Kallipos. [In Greek]
Kokkos, A. (2006). Η ιδιαιτερότητα και ο σκοπός της εκπαίδευσης ενηλίκων. [Τhe particularity and purpose of adult education]. Ekpαιdefsi Enilikon, 9, 4–18. [In Greek]
Kokkos, Α. (2005). Εκπαίδευση Ενηλίκων: Ανιχνεύοντας το πεδίο [Adult education: Mapping the field]. Metaichmio. [In Greek]
Kokkos, A. (2022). Εισαγωγή: Η θεωρία μετασχηματισμού ως πλαίσιο κατανόησης της μετασχηματίζουσας μάθησης [Introduction: Transformation theory as a framework for understanding transformative learning]. In A. Kokkos (Ed.), Θεωρία Μετασχηματισμού [Transformative Dimensions of Adult Learning] (G. Koulouzidis, Trans.). Hellenic Adult Education Association. (Original work published 1991). [In Greek]
Leonard, P. (2002). Organizing adults: A Freirean project. In P. Leonard & P. McLaren (Eds.), Paulo Freire: A critical encounter (pp. 158–173). Routledge.
Leonard, P., & McLaren, P. (Eds.). (2002). Paulo Freire: A critical encounter. Routledge.
Macris, V. (2011). The ideological conditions of social reproduction. Journal for Critical Education Policy Studies, 9(1), 20–46.
Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education, 32(1), 3–24.
Mezirow, J. (1990). How critical reflection triggers transformative learning. In J. Mezirow & Associates (Eds.), Fostering critical reflection in adulthood (pp. 1–20). Jossey-Bass.
Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
Mezirow, J. (1993). A transformation theory of adult learning. In Adult Education Research Conference Proceedings (Vol. 31, pp. 141–146).
Mezirow, J. (1996). Contemporary paradigms of learning. Adult Education Quarterly, 46(3), 158–172.
Mezirow, J. (1998). On critical reflection. Adult Education Quarterly, 48(3), 185–198.
Mezirow, J. (2000). Learning to think like an adult. In J. Mezirow & Associates (Eds.), Learning as transformation: Critical perspectives on a theory in progress (pp. 3–33). Jossey-Bass.
Shaull, R. (2000). Foreword. In P. Freire, Pedagogy of the Oppressed (pp. 29–34). Continuum.
Taylor, E. W., & Cranton, P. (2013). A theory in progress? Issues in transformative learning theory. European Journal for Research on the Education and Learning of Adults, 4(1), 33–47.
Toka, K. R., & Gioti, L. (2021). Teaching in higher education: Theories, realities and future controversies. Journal of Education and Training Studies, 9(6), 1–15.
Toka, K., & Gioti, L. (2023). Brookfield And Mezirow on Critical Reflection: Empowering Oneself, Transforming Society. European Journal of Education Studies, 10(12).
Veselý, A. (2012). Education and the reproduction of inequalities. In D. Erasga (Ed.), Sociological landscape: Theories, realities, and trends (pp. 207–236). InTech.
Widder, N. (2004). Foucault and power revisited. European Journal of Political Theory, 3(4), 411–432
Zarifis, G. (2008). Προϋποθέσεις ενδυνάμωσης των ενηλίκων εκπαιδευομένων και ο ρόλος του κριτικά στοχαζόμενου εκπαιδευτή ενηλίκων [Conditions for the empowerment of adult learners and the role of the critically reflective adult educator] (No. IKEEART-2012-064). Aristotle University of Thessaloniki. [In Greek]
Zarifis, G. (Ed.). (2009). Ο κριτικός στοχασμός στη μάθηση και εκπαίδευση ενηλίκων: Θεωρητικές προσεγγίσεις & πρακτικές προεκτάσεις [Critical reflection in adult learning and education: Theoretical approaches & practical implications]. Papazisi. [In Greek]
