Transforming Students through Integrative and Transformative Learning in a Field-Based Experience
Keywords:transformative learning, experiential learning, civic engagement, video production
Projects that consider integrative and transformative learning theories challenge students to consider their own biases and their place in a larger community. A project like this has the potential to increase a student’s civic mindedness as they are taken to places outside of their comfort zone. This project and study involved twenty-one freshman, sophomore and junior-level students from a video production course at an urban Midwestern university. The project design was posited in integrative and transformative learning theory and followed the Intercultural Competence model as students created a documentary interviewing incarcerated in multiple prison systems. The purpose of doing so was to increase the students’ awareness of an unfamiliar, and oftentimes intimidating environment, providing them with a unique learning experience where they could develop their skills in video production and intercultural awareness.
American Associate of Colleges & Universities. (n.d.). Retrieved from https://www.aacu.org/
Deardorff, D. K. (2008). Intercultural competence in higher education and intercultural dialogue Darla K. Deardorff Framework and definition Intercultural competence is an oft-discussed term in the field of international. Speaking across borders: the Role of Higher Education in Furthering intercultural dialogue, 16, 87.
Farrell, E. F. (2006). A Civics Lesson. Chronicle of Higher Education, 53(n14p), A41.
Hart Research Associates. (2015). Falling short? College learning and career success. Association of American Colleges and Universities.
Hoggan, C. D. (2016). Transformative learning as a metatheory: Definition, criteria, and typology. Adult Education Quarterly, 66(1), 57-75.
Kappel, P. L., & Daley, B. J. (2004). Transformative learning and the urban context. New directions for adult and continuing education, 2004(101), 83-94.
Lawrence, R. (2012). Transformative learning through artistic expression. Handbook of transformative learning, San Fransisco, Jossey-Bass.
Lee, A., Williams, R. D., Shaw, M. A., & Jie, Y. (2014). First-year students' perspectives on intercultural learning. Teaching in Higher Education, 19(5), 543-554.
Mezirow, J. (1997). Transformative learning: Theory to practice. New directions for adult and continuing education, 1997(74), 5-12.
Mezirow, J. (1978). Perspective transformation. Adult education, 28(2), 100-110.
Pulliam, J. D., & Van Patten, J. J. (2013). The history and social foundations of American education. New York, NY: Pearson.
Schwartzman, R. (2001). Service-Learning Responds to Technological Enchantment and Intellectual Isolation. College Student Journal, 35(3).
Slimbach, R. (1996). Connecting head, heart, and hands: Developing intercultural service competence. Journey to Service-Learning: Experiences from Independent Liberal Arts Colleges and Universities. Washington, DC: Council of Independent Colleges.
Swenson-Lepper, T. (2012). Teaching Communication Ethics and diversity: Using technology and community engagement to enhance learning. Communication Teacher, 26(4), 228-235.
Taylor, E. W. (2017). Transformative Learning Theory. In Transformative Learning Meets Bildung (2nd ed., Vol. 7, pp. 17–29). Rotterdam: SensePublishers, Rotterdam. http://doi.org/10.1007/978-94-6300-797-9_2
Williamson, S. (2017). Witness/Eyewitness: Exploring the transformative potential of photography to develop an inclusive view of the world and society.
Yeates, H., McVeigh, M., & Van Hemert, T. (2011). From ethnocentrism to transculturalism: a film studies pedagogical journey. Cultural Studies Review, 17(2), 71-99.
All published works remain the copyright of the author, and are published under the Creative Commons Attribution-ShareAlike 4.0 License. Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attributions-ShareAlike 4.0 License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) following the journal's published version of the work, as it can lead to productive exchanges and greater citation of published work.