2020 Transformative Learning Conference

Engaging with Transformative Learning Research

This interactive session will focus on sharing the preliminary results of a Transformative Learning study focused on a unique cross-cultural study abroad program with students from Northern Arizona University (NAU) to New Zealand/Aotearoa. Using a combination of learning artifacts (journals & culminating paper), interviews, and the Transformative Learning Survey (Stucky, Taylor, and Cranton, 2013), this research was designed with, and by, participants from the program. This research utilized a mixed-methods approach that employs participatory action research and grounded theory methods.

The study abroad program focused on Maori culture/Indigenous Knowledge and permaculture, and involved a deep immersion into issues of decolonization and food sovereignty. Participants in this session will engage directly with graduate and undergraduate students that participated in the research design and study. This unique research design process and preliminary results (transformative learning process and outcomes) will be shared at this session. Emerging themes (early on in the data collection process) include the transformative nature of immersions (in nature, in Maori culture), stories, song, ritual, community, identity and privilege (readings/experiences/community).

This study draws upon research in the areas of transformative learning (Mezirow, 2000; Taylor and Cranton, 2012, Kasl and Yorks, 2002), transformative sustainability learning (O’Sullivan, 1999, 2002; O’Sullivan and Taylor, 2004), sustainability education (Sterling, 2002; Burns, 2015; Sipos et al., 2001), and Indigenous wisdom (Burns, 2015). Study results will contribute to a deeper understanding of the transformative sustainability learning process and outcomes as well as contribute towards the literature in and future of sustainability pedagogy.