Moving Toward the Centre: Transformative Learning, Global Learning, and Indigenization
Keywords:
transformative learning, global learning, indigenization, pedagogy, higher educationAbstract
Transformational learning, global learning, and indigenization are three synergistic
trends in higher education today. Transformational learning consists of four principle
elements (emancipation, interpretation, development, and spirit) that each bring
challenges (disciplinary silos, scientific positivism, negative student reactions,
institutional inflexibility). These common characteristics and challenges among these three trends are illustrated using transformational learning as a lens to identify strategies to support the mutual goals of global learning and indigenization. The article concludes with a proposal for a five-stage (inclusive, reflective, connected, powerful) transformational learning maturity model that measures an organization's readiness to implement transformational learning.
References
Aikenhead, G. S., & Elliott, D. (2010). An Emerging Decolonizing Science Education in Canada. Canadian Journal of Science, Mathematics and Technology Education, 10(4), 321–338.
Anderberg, E. (2009). Global learning for sustainable development in higher education: recent trends and a critique. International Journal of Sustainability in Higher Education, 10(4), 368–378.
Asch, M., Borrows, J., & Tully, J. (2018). Resurgence and Reconciliation : Indigenous-Settler Relations and Earth Teachings. Retrieved from https://ebookcentral.proquest.com/lib/ualberta/reader.action?docID=5592950&ppg=14
Baartman, L. K. J., & de Bruijn, E. (2011). Integrating knowledge, skills and attitudes: Conceptualising learning processes towards vocational competence. Educational Research Review, 6(2), 125–134.
Banks, J. A. (2014). Diversity, Group Identity, and Citizenship Education in a Global Age. Journal of Education, 194(3), 1–12.
Barker, A. J. (2015). “A direct act of resurgence, a direct act of sovereignty”: Reflections on idle no more, Indigenous activism, and Canadian settler colonialism. Globalizations, 12(1), 43–65.
Baumgartner, L. M. (2001). An Update on Transformational Learning. New Directions for Adult and Continuing Education, 2001(89), 15.
Brock, S., Florescu, I., & Teran, L. (2012). Tools for change: An examination of transformative learning and its precursor steps in undergraduate students. ISRN Education, 2012. Retrieved from http://downloads.hindawi.com/journals/isrn.education/2012/234125.pdf
Brunold, A. O. (2005). Global Learning and Education for Sustainable Development. Higher Education in Europe, 30(3-4), 295–306.
Canadian Adult Education Programs | casae-aceea. (n.d.). Retrieved November 26, 2019, from https://www.casae-aceea.ca/?q=node/109
Cardinal, L. (2001). What is an Indigenous perspective? Canadian Journal of Native Education, 25(2), 180–182.
Clark, M. C. (1993). Transformational learning. New Directions for Adult and Continuing Education, 1993(57), 47–56.
Corntassel, J. (2012). Re-envisioning resurgence: Indigenous pathways to decolonization and sustainable self-determination. Decolonization: Indigeneity, Education & Society, 1(1). Retrieved from http://www.academia.edu/download/33589010/Re-envisioning_Resurgence_(Corntassel).pdf
Curtis, E. (2014). Decolonising the academy: The process of re-presenting indigenous health in tertiary teaching and learning. In P. Reid (Ed.), Māori and Pasifika Higher Education Horizons (pp. 147–165). Emerald Group Publishing Limited.
De Bruin, T., Freeze, R., Kaulkarni, U., & Rosemann, M. (2005). Understanding the Main Phases of Developing a Maturity Assessment Model (B. Campbell, J. Underwood, & D. Bunker, Eds.). CD-ROM: Australasian Chapter of the Association for Information Systems.
Donnelly-Smith, L. (2009). Global learning through short-term study abroad. Peer Review: Emerging Trends and Key Debates in Undergraduate Education, 11(4), 12.
Durie, M. (2005). Indigenous Knowledge Within a Global Knowledge System. Higher Education Policy, 18(3), 301–312.
Erickson, D. M. (2007). A Developmental Re-Forming of the Phases of Meaning in Transformational Learning. Adult Education Quarterly, 58(1), 61–80.
Gaudry, A., & Lorenz, D. (2018). Indigenization as inclusion, reconciliation, and decolonization: navigating the different visions for indigenizing the Canadian Academy. AlterNative: An International Journal of Indigenous Peoples, 14(3), 218–227.
Global Citizenship for Campus, Community, and Careers. (2019, October 15). Retrieved April 24, 2019, from Association of American Colleges & Universities website: https://www.aacu.org/conferences/global/2019
Global Education for Canadians. (n.d.). Retrieved November 26, 2019, from http://goglobalcanada.ca/
Government of Canada, Statistics Canada. (2017, November 29). The Daily — Education in Canada: Key results from the 2016 Census. Retrieved November 25, 2019, from https://www150.statcan.gc.ca/n1/daily-quotidien/171129/dq171129a-eng.htm
Grabe, W. (2002). Narrative and expository macro-genres. Genre in the Classroom: Multiple Perspectives. Retrieved from https://books.google.com/books?hl=en&lr=&id=VDKRAgAAQBAJ&oi=fnd&pg=PA249&dq=narrative+vs+expository&ots=2m1cgJDuy5&sig=0VrKuJoUVZrV0XhI9hQr48EXb5g
Indigenization - Teaching and Learning - University of Saskatchewan. (2015). Retrieved October 11, 2019, from https://teaching.usask.ca/curriculum/indigenization.php
Indigenous Engagement - Office of the Vice-Provost Indigenous Engagement - University of Saskatchewan. (n.d.). Retrieved November 26, 2019, from https://indigenous.usask.ca/
Johnson, J. T., Howitt, R., Cajete, G., Berkes, F., Louis, R. P., & Kliskey, A. (2016). Weaving Indigenous and sustainability sciences to diversify our methods. Sustainability Science, 11(1), 1–11.
Jong, M., & Others. (2011). Learning about Indigenous health immersion and living with Elders in northern Canada. Focus on Health Professional Education: A Multi-Disciplinary Journal, 13(1), 44.
Joseph, B. (2017). A Brief Definition of Decolonization and Indigenization. Retrieved from https://www.ictinc.ca/blog/a-brief-definition-of-decolonization-and-indigenization
Kahn, H. E., & Agnew, M. (2017). Global Learning Through Difference: Considerations for Teaching, Learning, and the Internationalization of Higher Education. Journal of Studies in International Education, 21(1), 52–64.
Kaukko, M., & Fertig, M. (2016). Linking participatory action research, global education, and social justice: Emerging issues from practice. International Journal of Development Education and Global Learning, Vol. 7, pp. 24–46. https://doi.org/10.18546/ijdegl.07.3.03
Kirkness, V. J., & Barnhardt, R. (1991). FIRST NATIONS AND HIGHER EDUCATION: The Four R’s — Respect, Relevance, Reciprocity, Responsibility. Journal of American Indian Education, 30(3), 1–15.
Kuiper, A. (2017). Learning and Teaching Intercultural Communication: Challenging and Transforming Cultural Identities. Journal of Transformative Learning, 4(1). Retrieved from https://jotl.uco.edu/index.php/jotl/article/view/162
Kuokkanen, R. (2011). Reshaping the University: Responsibility, Indigenous Epistemes, and the Logic of the Gift. UBC Press.
Liao, W., Kilcoyne, M. S., Parker, C., Perez-Mira, B., Jones, C., & Woods, L. (2019). Engaging students globally without leaving the comforts of home. Journal of Global Education and Research, 3(1), 22–36.
Lipschutz, R. D., & Mayer, J. (1996). Global Civil Society and Global Environmental Governance: The Politics of Nature from Place to Planet. SUNY Press.
Loppie, C. (2007). Learning from the grandmothers: incorporating indigenous principles into qualitative research. Qualitative Health Research, 17(2), 276–284.
Mamers, D. T. (2017). Settler Colonial Ways of Seeing: Documentary Governance of Indigenous Life in Canada and its Disruption (Western University). Retrieved from https://ir.lib.uwo.ca/etd/4651/
Manuel, A., & Grand Chief Ronald. (2015). Unsettling Canada: A National Wake-Up Call. Between the Lines.
McFarland, H. S. N. (2017). Learning and learning theory. Psychological Theory and Educational Practice, pp. 140–164. https://doi.org/10.4324/9781315226521-6
Mezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, 1997(74), 5–12.
Mitchell, B. A. (2017). Family Matters: An Introduction to Family Sociology in Canada. Canadian Scholars’ Press.
Mutz, D. C. (2002). The Consequences of Cross-Cutting Networks for Political Participation. American Journal of Political Science, 46(4), 838–855.
Napoleon, V., & Friedland, H. (2016). An inside job: Engaging with Indigenous legal traditions through stories. McGill Law Journal/Revue de Droit de McGill, 61(4), 725–754.
O’Hara, M. (2007). Strangers in a strange land: Knowing, learning and education for the global knowledge society. Futures, 39(8), 930–941.
O’Sullivan, E. (2003). Bringing a perspective of transformative learning to globalized consumption. International Journal of Consumer Studies, 27(4), 326–330.
Powell, W., & Kusuma-Powell, O. (2015). Overcoming resistance to new ideas. Phi Delta Kappan, 96(8), 66–69.
Puzziferro, M., & Shelton, K. (2008). A model for developing high-quality online courses: Integrating a systems approach with learning theory. Journal of Asynchronous Learning Networks, 12, 119–136.
Slimbach, R. (2012). Becoming World Wise: A Guide to Global Learning. Stylus Publishing, LLC.
Smith, L. T. (2013, October 10). Decolonizing Methodologies: Research and Indigenous Peoples. Retrieved from https://market.android.com/details?id=book-8R1jDgAAQBAJ
Taylor, E. W., & Cranton, P. (2012). The Handbook of Transformative Learning: Theory, Research, and Practice. John Wiley & Sons.
The Chang School of Continuing Education - Ryerson University. (n.d.). Retrieved November 26, 2019, from The Chang School of Continuing Education - Ryerson University website: https://continuing.ryerson.ca/contentManagement.do?method=load&code=CM000105
Truth and Reconciliation Commission of Canada. (2012). Truth and Reconciliation Commission of Canada: Interim Report. Truth and Reconciliation Commission of Canada.
Tung-Chiou, H., & Steckley, J. (2001). New Lives for Old: Lifelong Learning Among the Indigenous Peoples of Taiwan and Canada. International Handbook of Lifelong Learning, pp. 755–764. https://doi.org/10.1007/978-94-010-0916-4_38
van Winkel, M. A., van der Rijst, R. M., Poell, R. F., & van Driel, J. H. (2018). Identities of research-active academics in new universities: towards a complete academic profession cross-cutting different worlds of practice. Journal of Further and Higher Education, 42(4), 539–555.
Vector Definition. (n.d.). Retrieved November 21, 2019, from https://techterms.com/definition/vector
Weber-Pillwax, C. (2009). When Research Becomes a Revolution: Participatory Action Research with Indigenous Peoples. Education, Participatory Action Research, and Social Change, pp. 45–58. https://doi.org/10.1057/9780230100640_4
Wenger, E. (2004). Learning for a small planet. A Research Agenda. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.469.4664&rep=rep1&type=pdf
Why Colleges Are So Hard to Change | Inside Higher Ed. (n.d.). Retrieved October 15, 2019, from https://www.insidehighered.com/views/2006/09/08/why-colleges-are-so-hard-change
Wilhoit, E. D. (2018). Space, Place, and the Communicative Constitution of Organizations: A Constitutive Model of Organizational Space. Communication Theory: CT: A Journal of the International Communication Association, 28(3), 311–331.
Downloads
Published
Issue
Section
License
Copyright (c) 2020 Thomas Barker
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
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.
