On “Claiming an Education” as Transformative Learning

Authors

  • Celine Fitzmaurice Portland State University
  • Vicki Reitenauer Portland State University

Keywords:

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

Abstract

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.  

References

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.

Knopf.

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:

isites.harvard.edu/fs/docs/icb.topic469725.files/Rich-

Claiming%20an%20Education-1.pdf.

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Published

2017-11-01

Issue

Section

Essays