Abstract
Many educators experience teaching as a journey that invites them to increasingly attend to the themes of holism and transformation within their pedagogical practice. In broad terms, these themes call educators to grapple with bringing life (in all its interconnections) and the dynamics of personal and societal change into the classroom context. In attending to personal, social, and ecological-planetary connections, educators gain expanded opportunities to foster learning environments that are integrally attentive to issues of meaning-making, critical reflection, social justice, diversity, care, collaboration, and community. Given the currency of neoliberal educational perspectives in Canada and the United States, this alternative view to teaching and learning as a holistic-transformative journey is critical to witness. To witness is to provide hope amidst the constraints of a system that beckons and demands adherence to a less soulful and more competitive notion of education.
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© 2008 Morgan Gardner and Ursula Kelly, eds.
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Gardner, M., Kelly, U.A. (2008). Introduction Narrating Transformative Learning in Education. In: Gardner, M., Kelly, U.A. (eds) Narrating Transformative Learning in Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230610576_1
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DOI: https://doi.org/10.1057/9780230610576_1
Publisher Name: Palgrave Macmillan, New York
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