Capoeira is a Brazilian fighting art with roots in slavery that blends live music, dance, play and ritual. It is also an embodied form of knowledge that is holistic and sometimes profoundly transformative - a way of seeing and being that embraces an Afro-Brazilian vision of the world. Using personal lived experience and collected oral testimony related in a story-telling form, the study explores the knowledge embedded within capoeira through the lives of practitioners and through practitioners' explanations of their teachings. The question of whether capoeira has a common essence, or more specifically, whether the capoeira of twentieth century Bahia from which all modern schools ultimately trace their origins has an essence, is explored. In the thesis, capoeira is discovered to be an expression of resistance and transformation. Capoeira, the author discovers, is a form of resistance in that its traditional teachings reflect a communal, non-materialistic and sensuous stance, in opposition to the dominant individualistic, capitalistic, techno-scientific approach that has dominated the industrialized West. Capoeira is also a source of transformation in that it allows individuals to develop to their fullest expression - a self that encompasses the physical, spiritual, emotional and intellectual dimensions - and helps people integrate within a web of relations, human, animal, or other. Using a Transformative Learning approach informed by an Indigenous framework, this dissertation attempts to bring the reader on a journey of the mind, body and spirit. In three books, each one describing a separate fieldwork trip to Brazil, the author weaves a tale that is both personal and profound in its planetary implications.

Understanding why, when, and with whom women engage in opportunities for HIV & AIDS education is critical in exploring the extent to which popular education strategies promote transformational learning among women in Malindi, Kenya. Three central questions animate this research: a) What do rural women who participate in HIV & AIDS popular education programs learn about HIV & AIDS, b) through what range of pedagogical practices and theories does their learning occur, and c) how does this learning contribute to transformative changes that improve women's health, at both individual (e.g., beliefs, behaviour) and communal levels (e.g., group actions)? Employing a qualitative research design, face-to-face interviews, and document analysis of secondary sources enabled a rich and in-depth exploration of specific learnings and actions among Kenyan women. Qualitative analysis of eight semi-structured interviews reveals three dimensions of transformative learning among adult women in Malindi, including a) striving towards openness, b) culture of support, and c) connected knowing. These inter-related themes outline the potential for Kenyan women's HIV & AIDS education to move beyond instrumental, and communicative, to more empowering transformative learning. / Thesis (Master, Education) -- Queen's University, 2010-09-13 15:18:43.535

This qualitative case study explores how moments perceived as ‘ defining’ or being a climatic turning point may influence students’ preconceived ideas and viewpoints. Institutions worldwide are becoming cognisant of the importance of preparing students for global leadership roles. In meeting this objective the Student Leadership Development Office introduced students on its leadership course to the topics of leadership and citizenship. The Leadership Course’s structure used an ethical lens to elaborate on elements of citizenship related to knowledge, skills, efficacy, and commitment. The course aimed to imbue students with a sense of stewardship, and commitment to civic involvement. The provision of real-world learning experiences included the use of a culturally responsive form of teaching, by the introduction of the African spiritual concepts of ubuntu and umhlangano. Lessons were further amplified by prior research, feedback, and the use of reflective journals by course participants. Using Mezirow’s (1991) theoretical framework of transformative learning, this study considers how the course facilitates the possibility of catalytic experiences for course participants. This study is particularly interested in determining whether real change is possible via defining moments which may potentially trigger transformative learning. Data gathered from reflective journals and email questionnaires has been coded and analysed for possible themes. Triangulation between sources allowed for greater validity for the findings of the data collected. The study shows how, via transforming experiences, students became aware of preconceived biases and judgements in their internal landscapes. These defining moments contribute to catalysts for development. Case study results suggest that students could develop a broader understanding of the responsibilities of leadership and citizenship by obtaining an overall understanding and appreciation for diversity and being motivated to implement activities that could potentially have a positive bearing on community life. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2009.

Churches have long been important sites of non-formal and informal learning and places of refuge and renewal during times of social upheaval in South Africa. They continue to provide a safe space in which people can be challenged to grow, to change and to heal from past experiences. This qualitative Living Theory action research study sought to examine my own learnings as a Healing of Memories workshop facilitator in a new process, held in a worship community, that foregrounded the spiritual dimensions of participant learnings. Situated within the paradigm of Critical Social Theory, the research draws primarily on Mezirow’s Theory of Transformative Learning in order to examine healing and reconciliation initiatives that enable shifts in thinking and opportunities for action through individual perspective transformation. In order to address critique of Mezirow’s tendency to restrict learning to its cognitive dimension, the study draws on Tisdell and Dirkx for a more holistic conceptualisation of transformative learning that incorporates the affective, somatic, spiritual and cultural aspects of human experience. Learnings were structured in action and reflection phases involving myself initially and then co-facilitators and participants, by means of in-depth individual interviews. The workshops of the Institute for Healing of Memories are an experiential, non-formal adult education initiative that seeks to provide a space in which personal stories can be told and acknowledged. Situating this Healing of Memories workshop within an existing church community from which all participants were drawn and holding it during the spiritually significant Easter season of renewal enabled their deeper learning through its spiritual dimensions. Viewing this Healing of Memories workshop as a transformative learning process deepened my understanding of it as a curriculum structured to enable perspective transformation through the ten steps identified by Mezirow. A respectful and compassionate listening space allowed participants to explore options for new roles, relationships and action. Learning to listen actively and to understand emotion and the choices to be made in response to it provided participants with new knowledge and skills. By participating in this process with a holistic understanding of transformative learning and as a practitioner researching my own practice I have grown as an educator, with greater authenticity and humanity in my practice. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

In Canada, progress towards reconciliation with Aboriginal Peoples has been slow, in part because of a lack of emphasis on interpersonal reconciliation—changes in the beliefs, attitudes, and behaviours of non-Aboriginal Canadians. Physical distance, prejudicial public discourses, and insufficient, ineffective education for the public pose barriers to renewed relationships between settlers and Aboriginal Peoples. Drawing from transformative learning theory and pedagogy for the privileged, this narrative inquiry examines critical events in the lives of eight white settlers living in Mi’kmaw territory in Nova Scotia. The study uncovers factors which have prompted some Euro-Canadians to take up their responsibility for reconciliation and enabled them to stand as allies with the Mi’kmaq. The transformation process in settler allies was catalyzed by a combination of personal, intrinsic, and extrinsic events. New relationships between settlers and the Mi’kmaq were founded around shared interests or goals, and friendships provided an important foundation for learning. Hearing the personal stories of Mi’kmaw people challenged stereotypes and misinformation about Aboriginal Peoples. Settlers’ learning was further supported by immersion in Mi’kmaw communities or contexts, time spent on the land, and mentoring by Mi’kmaw people. Allies reported that the satisfaction they derived from relationships with Mi’kmaw people as well as a desire to do good and see justice done sustained these relationships over the longer term. The study suggests that a lengthy period of awareness raising and confidence building followed by opportunities for informal, experiential learning and face-to-face interactions are key elements in settler decolonization.

This study specifically aimed to understand, through the lens of the participants, how a six-month transformative curriculum with a specific social justice agenda later shaped their relationship with social justice and prosocial activism. The Holocaust March of Remembrance and Hope Curriculum (MRHC) included a five-month preparatory course, a nine-day immersion in Holocaust history through the March of Remembrance and Hopes study tour in Poland, and a post-trip meeting to present student projects. This study is qualitative in nature and was primarily based on three, sixty-minute interview sessions for each participant. Participants were recruited from the eleven (Mid-western university) students who participated in the journey. Interview questions focused on participants life history relative to racism and discrimination, trip memories, and themes surrounding their current motivation to promote social justice. Each interview was transcribed verbatim by the principal investigator and was analyzed through a constant comparative method. Five major themes emerged across the data as a whole. First, participants definitions of what exactly makes up social justice demonstrated that participants frequently discredited microlevel actions such as addressing a racist joke by indicating this was not large enough to be considered a social action. A second theme which emerged was the powerful impact of one Holocaust survivor on participants life directions in terms of specifically feeling a strong sense of responsibility to promote social equality. Third, participants experiences of the trip mirrored transformative learning models. However, two additional components were needed within the adult learning models that could be tailored for a diversity course with a specific social justice agenda. These components included providing students with ongoing support as well as social activist role-training in order to further integrate the lessons from the journey. Fourth, participants awareness of their own social identities influenced which groups later gained the most attention in terms of advocacy.

"Sustainability is a journey, not a destination" is an adage which certainly holds true for those seeking to live a sustainable lifestyle. Perhaps the essential factor inducing and guiding this movement towards a sustainable consciousness is learning. This study explores a select group of individuals’ continuing journey towards a more sustainable way of life, focusing specifically on clothing sustainability. Mezirow’s transformative learning theory provides the theoretical foundation for this exploration, offering an explanation of the learning process underlying these journeys. According to Mezirow’s critics, however, his theory does not adequately delve into the relationship between transformative learning and social action, such as that taken to promote and support sustainability. This research sought not only to understand the learning process in the context of sustainability and the thoughts and actions of those committed to clothing sustainability, but also to bridge the gap between transformations and social action. Thirty-two individuals participated in Phase One of this two-part study, engaging in an interview and a survey. Seventeen of these individuals, those demonstrating either a steady commitment to a sustainable way of life or a strong desire to adopt a more sustainable lifestyle, participated in Phase Two, which included a life-grid interview. A small subset of this group also took part in a journaling exercise. Drawing on these data sources, this thesis provides insight into transformative learning, namely the key introductory points for sustainability during the lifespan, the types of experiences triggering learning for sustainability, the essential role of instrumental learning in transformative learning and social action, and the complexity of the frame of reference. It also provides a greater understanding of social action, identifying the variables of social action, the different layers of barriers participants encountered in putting their learning into action, and the vital importance of a strong support network to both learning and action. Finally, this thesis proposes a model for depicting the relationship between transformative learning and social action.

Students enter composition classrooms in the twenty-first century with various levels of computer proficiency and comfort with technology and digital media. Instructors often make assumptions that their students’ are familiar with technology, even though students may be hesitant to use technology in the classroom. This dissertation gathers data from one university class and two community college classes to study students’ perceptions of and use of technology, particularly the Blackboard content management system (CMS), in the critical pedagogy classroom. In particular, it studies students’ use of technology to reflect on their own work and engage in dialogue with classmates and the instructor. The evidence suggests that students use technology and media cautiously in the classroom and will revert to more traditional forms of expression (e.g., the linear essay) when they feel uncomfortable using technology or they feel that their grade is in jeopardy. Students tended to use Blackboard more for reflection and dialogue when the CMS was an integral part of in-class and out-of-class activities. Findings indicate that first-year composition instructors should reflect on their use of technology to enhance critical pedagogy and make that pedagogy more reactive to students’ needs. / Description of problem and study -- Literature review -- Methods and methodology -- Critical pedagogy in the laptop classroom at the university -- University students' perceptions and use of technology -- Critical pedagogy in the computer classroom at the community college -- Community college students' perceptions of and use of technology -- Student questioning, dialogue and reflection at the community college. / Description of problem and study -- Literature review -- Methods and methodology -- Critical pedagogy in the laptop classroom at the university -- University students' perceptions and use of technology -- Critical pedagogy in the computer classroom at the community college -- Community college students' perceptions of and use of technology -- Student questioning, dialogue and reflection at the community college. / Department of English

För att mångfalden av människor i arbetslivet ska kunna tillvaratas, uppskattas och erkännas krävs ett organisationsklimat ochettledarskap som möjliggör detta. Syftet med denna studie är att undersöka hur ett meningsskapande kring mångfald kommer tilluttryck inom Sveriges Television, då produkten ska nå en mångfaldig publik.Sveriges Television är ett public service-företag vars uppdrag är att nå ut till tv-tittare i hela Sverige, vilket förutsätter en mångfaldig produkt. Åtta semistrukturerade intervjuer har genomförts med anställda på Sveriges Television. Intervjuerna har transkriberats och resultatet hartolkats utifrån Piagets konstruktivistiska lärandeteori och Mezirows teori om transformativt lärande. Våra viktigaste resultat visar att det som upplevs som meningsskapande kommer till uttryck i relationen mellan det som anses värdefullt och det lärande som de anställda får ta del av. Det är engagemanget för mångfaldsfrågor och på vilket sätt det talas om mångfald som gör det värdefullt. Förutsättningar för lärande kan vara att organisationen stödjer mångfaldsarbetet och medarbetarna har en öppen syn för olikheter.

Seamfulness is a narrative-based and arts-informed inquiry into young women's "depression" as pedagogy. Unfolding in rural Nova Scotia, this research is rooted in my experience of depression as the most transformative event in my life story. While memoirists tell me I am not alone, there is currently a lack of research on personal understandings of depression, particularly for young adult women. Through storytelling sessions and self-publishing workshops, I explored four young Nova Scotian women's depression as a productive site for growth. Participants include four young women, including myself, who experienced depression in their early 20s, and have not had a major depressive episode for at least three years. Aged 29 to 40, we claim Métis, Scottish, Acadian, and British ancestries, and were raised and lived in rural Nova Scotian communities during this time. At the seams of adult education, disability studies, and art, I ask: How do young women narrate experiences of "depression" as education? How do handmade, self-published booklets (or “zines”) allow for exploring this topic as embodied, emotional and critical transformative learning? To address these questions, I employ arts-informed strategies and feminist, adult education, mental health, and disability studies literatures to investigate the critical and transformative learning accomplished by young women who experience depression. Through a feminist poststructuralist lens and using qualitative and arts-informed methods, I situate depression as valuable learning, labour, and gift on behalf of the societies and communities in which women live. I argue that just as zines are powerful forms for third space pedagogy, depression itself is a third space subjectivity that gives rise to the "disorienting dilemma" at the heart of transformative learning. I close with "Loose Ends," an exploration of depression as an unanswered question. This thesis engages visual and verbal strategies to disrupt epistemic and aesethetic conventions for academic texts. By foregrounding participant zines and stories, I privilege participant voices as the basis for framing their experience, rather than as material to reinforce or contest academic theories.