A Critical Reflection on Transformative Learning as Experienced by Student-Teachers during School-Based Learning

K. E. Khabanyane, J.R. Maimane, M J. Ramabenyane

Abstract


Transformative learning is defined as the process of effective change in a frame of reference. It is based on the Transformative Theory developed by Jack Mezirow. . He advocates critical reflection on experiences, so as to experience a perspective transformation. Mezirow argues that “reflection involves a critique of assumptions to determine whether the belief acquired through cultural assimilation in childhood, remains functional for us as adults”. This study finds transformative learning relevant to South African school contexts, since the definition of ‘school’ in this country is heavily loaded with different meanings denoting various attributes. The communities are also varied in their cultures, languages, socio-economic standards, and residential areas previously determined by race. Some perspectives of transformative learning are discussed. They are consciousness-raising, critical reflection, development, individuation and the existential process. The school-based university students engaged in transformative pedagogy at the different schools. The application of learning through the existential process caused change in perspectives of various people at school. The study, consequently, recommends existential process for the transformative pedagogy.

DOI: 10.5901/mjss.2014.v5n27p452


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This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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