Re-imagining the future of transformative learning theory for underrepresented communities

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Publicado: Ιουλ 14, 2024
DOI: https://doi.org/10.12681/haea.36211
Constance Khupe
a:1:{s:5:"en_US";s:58:"Office of Student Success, University of the Witwatersrand";}
Eunice Nyamupangedengu
Wits School of Education, University of the Witwatersrand
https://orcid.org/0000-0003-2338-8012
Resumen

This paper is a reflection of our understanding of Jack Mezirow’s theory of transformative learning. Both our present understanding (and interpretation) of, and our re-imagining of the potential that the theory holds, are informed by our identity as African women. Although, that identity suggests underrepresentation, we also see in it agency and potential to bring in additional analytic tools that stem from our way of knowing, living and being.

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Citas
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Nyamupangedengu, E., & Khupe, C. (2022). Experiences of applying for promotion as counter-cultural transformative learning. In P. Faller, K. Del Simone & Holt, D. (eds.). Telling, Deepening and Evaluating our Story. Proceedings of the 14th International Transformative Learning Conference, 6-9 April 2022, Virtual, pp. 310-316.