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An exploration of the nature of transformative learning and transformative pedagogy in a high school English context

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Marks, SJ (2005) An exploration of the nature of transformative learning and transformative pedagogy in a high school English context. PhD thesis, University of Tasmania.

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Abstract

This study explores the nature of learning that transforms established frames of
reference for those who engage in it. It also explores the nature of pedagogy that
is likely to foster this transformative learning. It is based on the explorations of
the teacher-researcher as she reflects on the learning experiences of some of her
students and on her own teaching practice.
The teacher-researcher's reflections emanate from her experiences teaching high
school English to Years 10 and 11 students within a co-educational school in
Sydney. Through engaging in hermeneutic phenomenological research, the
teacher-researcher explores the types of learning contexts and pedagogical
approaches that may be effective in fostering transformative learning.
The literature review highlights the fact that explorations of the nature of
transformative learning and transformative pedagogy have occurred almost
exclusively within the domain of adult education and many researchers have
expressed the view that this is a uniquely adult phenomenon. In exploring the
transformative learning experiences of students between the ages of fifteen and
seventeen, this study calls into question the view that only adults may experience
transformative learning. It also raises awareness about the significance of
transformative pedagogy in a high school context. The study highlights a number of pedagogical practices that are potentially
transformative and concludes that transformative learning is most effectively
fostered through relational forms of knowing emerging in dialogical learning
contexts. Critical reflection is seen as being central to transformative learning and
the importance of both affective and cognitive dimensions in the process of
critical reflection is emphasised. Within a high school English context, the value
of introducing students to a range of texts that may expose them to alternative
ways of seeing is highlighted. The study demonstrates that integral to
transformative pedagogy is the importance of providing students with both
challenging learning experiences and with scaffolds designed to equip them to meet these challenges. The personally transformative nature of engaging in
teacher-research is also highlighted and this is seen to have implications for
models of staff professional development within schools.
Reference is made to the limitations of the study, including those associated with
being a teacher-researcher. As with other phenomenological studies, the findings
do not purport to have direct and specific relevance to other contexts, although
they may prove interesting to others interested in fostering transformative learning
through transformative pedagogy.

Item Type: Thesis (PhD)
Keywords: Critical pedagogy, Motivation in education, Learning, Psychology of, Educational sociology, Learning
Copyright Holders: The Author
Copyright Information:

Copyright 2005 the author - The University is continuing to endeavour to trace the copyright owner(s) and in the meantime this item has been reproduced here in good faith. We would be pleased to hear from the copyright owner(s).

Additional Information:

Available for library use only and limited copying in accordance with the Copyright Act 1968. Thesis (PhD.)--University of Tasmania, 2005. Includes bibliographical references

Date Deposited: 19 Dec 2014 02:47
Last Modified: 20 Jun 2016 00:47
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