On “Claiming an Education” as Transformative Learning

Celine Fitzmaurice, Vicki Reitenauer


In this essay, the authors explore the concept of “claiming an education” and its relationship to transformative learning. Using a dialogue format, the authors situate their perspectives within an articulation of the particular ways that they have been formed as university instructors; forward their views on the vitality of intentionally designed co-learning environments; offer concrete suggestions for the development of co-learning environments within which the claiming of education may occur; and share students’ reflections on the meaning and implications of their transformative experiences for themselves and for their continuing engagement in the world.  


agency, change, co-learning, engagement, transformative learning

Full Text:



Freire, P. (1976). Education: The practice of freedom. London:

Writers and Readers Ltd.

hooks, b. (1994). Teaching to transgress: Education as the practice

of freedom. New York, NY: Routledge.

Piercy, M. (1982). Circles on the water. New York, NY: Alfred A.


Reitenauer, V. L. (Forthcoming 2017.) “‘A Practice of Freedom’: Self-

grading for Liberatory Learning.” Radical Teacher.

Reitenauer, V. L., Korzun, T., Lane, K., & Roberts, M. J. (2016).

“Contagious co-motion”: Student voices on being change agents.

Metropolitan Universities Journal, 26 (3), 123-134.

Rich, Adrienne. Claiming an education [PDF document]. Retrieved

from Isites Harvard:




  • There are currently no refbacks.

Copyright (c) 2017 Celine Fitzmaurice, Vicki Reitenauer

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.