Magister Educationis (Adult Learning and Global Change) - MEd(AL) / The post-modem society is described as a society on the move, a phenomenon the anthropologist, (Vigouroux, 2005) describes as 'flows'. These flows are mostly manifested by people moving in and towards countries with better economic prospects. In most African countries there is a large-scale migration from rural to urban areas and a lot of trans-national migration across countries, due to recent socio-economic and socio-political trends. Democracy in South Africa became a powerful drawing card on the African continent for those nations plagued by poverty, unemployment and civil wars and migration to South Africa became increasingly popular. Therefore, democracy in South Africa is also a spatial process, which transcends local and national geographical spaces.

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This dissertation assesses the impact of structural constraints to participation on residents of a rural, non-core county and members of a local grassroots organization in conjunction with the measurement of grassroots members for the presence of transformative learning. This study was motivated by three research questions: (1) To what extent may the presence of structural constraints to participation in community action activities be found in the adult residents of a rural, non-core county? (2) To what extent may the presence of structural constraints to participation in community action activities be found in members of a local grassroots organization? (3) How many members of a local grassroots organization show evidence of the 10 phases found in transformative learning? Theoretical foundations for this work are based upon the following research; Theodori’s (2008) analysis of structural constraints to participation in community action activities; Mezirow’s (2009) development of transformative learning theory in adult populations; and King’s (2009) Learning Activities Survey as a measurement of transformative learning. Purposefully obtained data were collected from the general population to establish a measurement of structural constraints to participation. Within the grassroots organization, survey data were used to determine the presence of structural constraints to participation and transformative learning. The findings utilizing regression analysis suggest significance for structural constraints to participation in the general population is minimal, and not significant at all in members of the grassroots organization. Transformative learning in members of the grassroots organization was confirmed by significance for 5 of the 15 variables analyzed. The results were contrary to expectation; yet, these conclusions do contain important implications for those involved in community development.

Based on the assumption by Cochran-Smith and Lytle (1993), educational scholars need insight on the “particulars” of what works for classroom teachers within the context of their own classrooms. This dissertation is a self-study that addresses my work as a high school Multicultural Literature teacher and the impact of how my own philosophical/theoretical belief system resulted in significant transformative learning experiences for students as demonstrated in their feedback. Using intercultural competence, value-creation pedagogy, and compassion as theoretical frameworks that encourage greater social cohesion and collective participation, I used autoethnography as my primary method of investigation to treat data through an analytical, self-reflective, and interpretive lens within the cultural context of my classes. Types of data included personal memory, self-observational, self-reflective, and external data, such as end of the year anonymous student evaluations, personal memoirs, journal entries, notes, course documents, past student assignments, personal communications, and a blog, collected from my 13 years of teaching. By sharing and examining my ethical/moral-motivation in relation to the positive feedback from students, I demonstrate how my pedagogical interactions and relationships with students manifest through value creation/culturally responsive pedagogy, the empowered voice, intercultural dialogue, transformative learning, and the development and nurturing of empathy and compassion. The study shares personal insights into the elements and processes that contributed to the overwhelmingly positive feedback of students throughout the study. Recommendations suggest greater research and discourse in developing a pedagogy of compassion.

The purpose of this study is to examine how the company work to prevent alienationamong the employees. One very important part of this is how the leadership works in theexamined company and we have studied the leadership as a tool to prevent alienation.When we went through previous research on the subject, we found that the companypractice transformative leadership and we included that theory to our work. Furthermore,we investigate to what extent the various leaders practice transformative leadership howthis is connected to alienation. Finally, whether the company's high-performance teamscan be seen as successful and whether the success is linked to transformative leadership.The empirical data was collected by interviewing twelve people in the company, sevenmanagers and five co-workers. The analysis was made in two steps. First we examinedhow the company’s leadership model work and if it’s connected to the high-performanceteams. (Forslund, 2022). Second, how this effects the alienation at the company. Theresult was that transformative leadership indeed is included in the company’s leadershipmodel. Furthermore, we could conclude that the leaders in the company did practisetransformative leadership, even though the level varied a little between the individualleaders. The transformative leadership is effective in preventing alienation and weconclude that it is the most important tool in the process of preventing that. Finally, wesee that the company’s model, and practise of leadership is successful.

Responding to gaps in the executive coaching literature, this study’s purpose was to identify coaching practices for facilitating growth in leaders’ developmental capacity to help them more successfully navigate the demands of their increasingly complex contexts. Through the lenses of transformative learning (Mezirow, 1978, 1991, 2000) and constructive-developmental theory (Kegan, 1982, 1994), this study aimed to identify and understand coaching practices for facilitating reflection (at content, process, and premise levels) toward transformative insight, conceptualized as an insight occurring at the heart of Mezirow’s perspective transformation and Kegan’s subject-object move. Also, using constructive-developmental theory, this study explored how a select sample of executive coaches with various developmental capacities or forms of mind differ in their understanding of these practices. This exploratory multiple-person case study investigated the experiences of 21 executive coaches via semi-structured interviews. Thematic data analysis revealed 16 coaching practice themes across all three levels of reflection. Given the importance of premise reflection in the literature, an unexpected finding was that these practices were used less than 10% of the time. An overarching process and coaching practices model for facilitating transformative insight emerged, describing the movement from a client’s current way of knowing (experienced as limiting) to a new way of knowing (seen as more desirable and effective). Using constructive-developmental theory’s methodology, the Subject-Object Interview (Lahey, et al., 1988), participants’ forms of mind were identified. A comparative developmental analysis revealed that coaches with different forms of mind used reflective practices (from all themes and levels of reflection) to a similar extent and with similar intent. However, the qualitative differences that emerged followed the “transcend and include” principle, meaning that coaches, with each subsequent (and more complex) form of mind, expanded upon the ways in which these practices were used by coaches with a less complex form of mind. Findings confirmed and expanded upon the coaching processes and practices related to transformative learning and the constructive-developmental literature, uniting them in similarities and differences and integrating them into an overall system for facilitating transformative insight. Implications for scholars, practitioners, and coach educators interested in transformative coaching with developmental impact are discussed.

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