Skip to main content
SpringerLink
Log in

Examining Transformative Learning Amidst the Challenges of Self-Reflection

  • Chapter
Narrating Transformative Learning in Education

Abstract

The main objective of this chapter is to focus on transformative learning/education within the context of a society with profound social inequalities and to reflect on the kinds of challenges local conditions generate for an embodied, self-reflective practice.

It is hard for human beings to get away from preconceived ideas about themselves and the world and when philosophers suggest “Know thyself” most people are likely to respond “no thanks, we don’t want to know that much”.

(Elias, 1990, p. 96)

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 54.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Abercrombie, N., Hill, S., & Turner, B. S. (1987). La tesis de la ideología dominante. Mexico City: Siglo Veintiuno.

    Google Scholar 

  • Abowitz, K. K. (2004). Starting at home, and then leaving it. Ohio Valley Philosophy of Education Society, 35, 89–100. Retrieved from http//www.ovpes.org/2004/Abowitz.pdf

    Google Scholar 

  • Arendt, R. J. J. (2003). Construtivismo ou construcionismo? Contribuições deste debate para a Psicologia Social. Estudos de Psicologia, 8(1), 5–13.

    Article  Google Scholar 

  • Bakhtin, M. M. (1981). The dialogic imagination: Four essays by M. M. Bakhtin. Austin: University of Texas Press.

    Google Scholar 

  • Bakhtin, M. M. (1993). Toward a philosophy of the act. Austin: University of Texas Press.

    Google Scholar 

  • Baum, F. (2000). Social capital, economic capital and power: Further issues for a public health agenda. J Epidemiol Community Health 2000, 54, 409–410.

    Article  Google Scholar 

  • Beagan, B. (2003). Teaching social and cultural awareness to medical students: “It’s all very nice to talk about it in theory, but ultimately it makes no difference.” Acad Med, 78, 605–614.

    Article  Google Scholar 

  • Bender, C. (1998). Bakhtinian perspectives on “everyday life” sociology. In M. Gardiner & M. M. Bell (Eds.), Bakhtin and the human sciences: A brief introduction (pp. 181–195). London: Sage.

    Google Scholar 

  • Berger, P., & Luckmann, T. (1983). A construção social da realidade. Petrópolis, Brazil: Vozes.

    Google Scholar 

  • Boff, L. (2001). Espiritualidade. Um caminho de transformação. São Paulo: Sextante.

    Google Scholar 

  • Botella, L. (2000). Personal construct psychology, constructivism and postmodern thought. In R. A. Neimeyer & G. J. Neimeyer (Eds.). Advances in personal construct psychology (Vol. 3, pp. 3–35). Greenwich, CT: JAI Press. Also available at http://www.massey.ac.nz/~a;pcl/virtual/Construc.htm

    Google Scholar 

  • Brooks, J. (1987). The process of parenting (2nd ed.). Palo Alto, CA: Mayfield.

    Google Scholar 

  • Bruner, J. (1990). Actos de signifcado: Para uma psicologia cultural. Lisboa, Portugal: Edições 70.

    Google Scholar 

  • Burkitt, I. (1999). Relational moves and generative dances. In S. McNamee, K. J. Gergen, & Assoc. (Eds.). Relational responsibility (pp. 71–81). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Campbell, M., & Gregor, F. (2002). Mapping social relations: A primer in doing institutional ethnography. Ontario: Garamond.

    Google Scholar 

  • Capra, F. (1997). O ponto de mutação. São Paulo: Cultrix.

    Google Scholar 

  • Cattell, V. (2001). Poor people, poor places, and poor health: The mediating role of social networks and social capital. Social Science and Medicine, 52, 1501–1516.

    Article  Google Scholar 

  • Coburn, D. (2000). Income inequality, social cohesion and the health status of populations: The role of neo-liberalism. Social Science & Medicine, 51, 135–146.

    Article  Google Scholar 

  • Cranton, P. (2002). Teaching for transformation. New Directions for Adult and Continuing Education, 93, 63–71.

    Article  Google Scholar 

  • Cranton, P. (2006). Fostering authentic relationships in the transformative classroom. New Directions for Adult and Continuing Education, 109, 5–13.

    Article  Google Scholar 

  • Csikszentmihalyi, M. (1993). The evolving self: A psychology for the third millennium. New York: Harper Perennial.

    Google Scholar 

  • Dalai Lama. (2001). Uma ética para um novo milênio. São Paulo: Sextante.

    Google Scholar 

  • DeVault, M. L., & McCoy, L. (2002). Institutional ethnography, using interviews to investigate ruling relations. In F. J. Gubrium & J. A. Holteins (Eds.). Handbook of interview research (pp. 751–776). Thousand Oaks / London: Sage.

    Google Scholar 

  • Elias, N. (1990). La sociedad de los individuos. Barcelona: Península.

    Google Scholar 

  • Fanon, F. (1963). Los condenados de la tierra. Mexico City: Fondo de Cultura Econômica.

    Google Scholar 

  • Figuereido, L. C. (1995). Revisitando as psicologias: Da epistemologia à ética das práticas e discursos psi-cológicos. Petrópolis, Brazil: Vozes.

    Google Scholar 

  • Foucault, M. (1994). Hermeneutica del sujeto. Madrid: Ediciones de La Piqueta.

    Google Scholar 

  • Freire, P. (1979). Educação e mudança. São Paulo: Paz e Terra.

    Google Scholar 

  • ——. (2003). Pedagogia da autonomia. São Paulo: Paz e Terra.

    Google Scholar 

  • Fromm, E. (1987). Ter ou ser? (4th ed.). Rio de Janeiro: Guanabara Koogan.

    Google Scholar 

  • Gadamer, H. (l975). Truth and method. New York: Seabury.

    Google Scholar 

  • Gergen, K. J. (1994). Realities and relationships: Soundings in social construction. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Germano, J. W. (1994). Estado militar e educação no Brasil (1964–1985). São Paulo: Cortez.

    Google Scholar 

  • Grandesso, M. A. (2000). Sobre a reconstrução do significado: Uma análise epistemológica e hermenêutica da prática clínica. São Paulo: Casa do Psicólogo.

    Google Scholar 

  • Ibánez, T. (1997). Why a critical social psychology. In T. Ibáñez & L. Iñiguez (Eds.), Critical social psychology (pp. 27–41). London: Sage.

    Google Scholar 

  • IBGE. (2003). Instituto Brasileiro de Geografia e Estatística. Síntese de Indicadores Sociais. Retrieved from http://www.ibge.br/home/presidencia/noticias/0404sintese.shtm

    Google Scholar 

  • Imel, S. (1998). Transformative learning in adulthood. (Report No. EDO-CE-98-200). Columbus, OH: Adult, Career, and Vocational Education. Retrieved from http://www.ericdigests.org/1999-2/adulthood.htm

    Google Scholar 

  • Mariotti, H. (2000). As paixões do ego. Complexidade, política e solidariedade. São Paulo: Palas Athena.

    Google Scholar 

  • Martusewicz, R. (2001). Seeking passage: Post-structuralism, pedagogy, ethics. New York: Teachers College Press.

    Google Scholar 

  • Mezirow, J. (1995). Transformation theory of adult learning. In M. R. Welton (Ed.), In defense of the lifeworld (pp. 39–70). New York: Sunny.

    Google Scholar 

  • ——. (1996). Contemporary paradigms of learning. Adult Education Quarterly, 46(3), 158–172.

    Article  Google Scholar 

  • ——. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58–63.

    Article  Google Scholar 

  • McGibbon, E. (2000). The “situated knowledge” of helpers. In C. James (Ed.), Experiencing difference (pp. 185–199). Halifax, Canada: Fernwood.

    Google Scholar 

  • McGonigal, K. (2005). Teaching for transformation: From learning theory to teaching strategies. Speaking of teaching The center for teaching and learning Stanford, Newsletter, 14(2). Available at: http://ctl.stanford.edu/Newsletter/transformation.pdf

    Google Scholar 

  • McWhinney, W., & Markos, L. (2003). Transformative education across the threshold. Journal of Transformative Education, 1(1), 16–37.

    Article  Google Scholar 

  • Medeiros, L. F. (2003). Sofrimento solitário, mal-estar compartilhado: Um estudo sobre a doença dos nervos. Master’s dissertation, Psychology Graduate Program, Universidade Federal do Rio Grande do Norte, Natal, Brazil.

    Google Scholar 

  • Morin, E. (1996). O problema epistemológico da complexidade. Lisboa: Publicações Europa-América.

    Google Scholar 

  • Ng, R. (2005). Embodied pedagogy as transformative learning: A critical reflection. Canadian association for the study of adult education (CASAE). 2005 National Conference On-Line Proceedings, University of Western Ontario, London, Ontario. Retrieved on April 30, 2007, from http://www.oise.utoronto.ca/CASAE/cnf2005/2005onlineProceedings/CAS2005Pro-Ng.pdf

    Google Scholar 

  • Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. Berkeley: University of California Press.

    Google Scholar 

  • ——. (2002). Starting at home: Caring and social policy. Berkeley: University of California Press.

    Google Scholar 

  • O’Sullivan, E. V. (2000).Critical psychology as critical vision. In Tod Sloan (Ed.), Voices for Critical Psychology (pp. 136–146). New York: Macmillan.

    Google Scholar 

  • ——. (2002). The project and vision of transformative education: Integral transformative learning. In E. V. O’Sullivan, A. Morrel, & M. A. O’Connor (Eds.), Expanding the boundaries of transformative learning: Essays on theory and praxis (pp. 1–12). Toronto: Palgrave Macmillan.

    Google Scholar 

  • Parke, R. D. (Ed.). (1984). The family. Review of child development research. Chicago: University of Chicago Press.

    Google Scholar 

  • Pinheiro, V. S. (2001). Maternidade na adolescência: significados e repercussões. Master’s dissertation, Psychology Graduate Program, Universidade Federal do Rio Grande do Norte, Natal, Brazil.

    Google Scholar 

  • Riikonnen, E. (1999). Inspiring dialogues and relational responsibility. In S. McNamee, K. J. Gergen, & Assoc. (Eds.), Relational responsibility (pp. 139–150). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Saviani, D. (2003). Escola e democracia: Polêmicas do nosso tempo. Campinas, São Paulo: Autores Associados.

    Google Scholar 

  • Scott, J. W. (1991). The evidence of experience. Critical Inquire, 17(4), 773–797.

    Article  Google Scholar 

  • Sen, A. (1999). Desenvolvimento como liberdade. São Paulo: Companhia Das Letras.

    Google Scholar 

  • Shotter, J. (1975). Images of man in psychological research. London: Methuen.

    Google Scholar 

  • ——. (2003). “Real Presences”: Meaning as living movement in a participatory world. Theory & Psychology, 13(4), 435–468.

    Article  Google Scholar 

  • Spink, M. J. P. (1999). Making sense of illness experiences. In M. Murray & K. Chamberlain (Eds.), Qualitative Health Psychology. Theory & Methods (pp. 83–97). London: Sage.

    Chapter  Google Scholar 

  • Swanson, J. (2001). Poor-bashing. The politics of exclusion. Toronto: Between the Lines.

    Google Scholar 

  • Taylor, E. W. (1998). The theory and practice of transformative learning A critical review. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education.

    Google Scholar 

  • Thompson, J. B. (1990). Ideology and modern culture. Critical social theory in the era of mass communication. Cambridge: Polity.

    Google Scholar 

  • Traverso-Yépez, M., Bernardino, J. M., & Gomes, L. O. (in press). “Fazem um PSF lá de cima …” Reflexão sobre um estudo de caso. Psicologia em Estudo, 12(3).

    Google Scholar 

  • Traverso-Yépez, M., & Pinheiro, V. S. (2002). Adolescência, saúde e contexto social: Esclarecendo práticas. Psicologia & Sociedade, 14(2), 133–147.

    Article  Google Scholar 

  • Voloshinov, V. N., & Bakhtin, M. (1929/1992). El marxismo y la filosofía del lenguaje. Madrid: Alianza.

    Google Scholar 

  • World Development Index. (2002). Gap between the rich and the poor: World income inequality. Retrieved from http://www.infoplease.com/ipa/A0908770.html

Download references

Authors
  1. Martha Traverso-Yépez
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Morgan Gardner Ursula A. Kelly

Copyright information

© 2008 Morgan Gardner and Ursula Kelly, eds.

About this chapter

Cite this chapter

Traverso-Yépez, M. (2008). Examining Transformative Learning Amidst the Challenges of Self-Reflection. In: Gardner, M., Kelly, U.A. (eds) Narrating Transformative Learning in Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230610576_10

Download citation

Publish with us

Policies and ethics

Search

Navigation