Education and Transformation

Topics: Critical pedagogy, Education, Paulo Freire Pages: 3 (772 words) Published: April 28, 2015
Unit Outline
School of Education
College of Arts

Unit Name
Unit Number
Unit Coordinator/s
Dr David Wright
Handbook Summary
This unit provides opportunities for students to examine theories and practices associated with Transformative Learning (TL), within oneself and society, and its potential role for the development of professional educators, change agents and leaders in society. TL is learning that is liberating, emancipatory, empowering, profound, deep, and life changing. It occurs through critical reflection on experience, subsequent testing through discourse, and also through intuitive and affective processes. This unit enables students to design and facilitate life-affirming and transformative learning experiences for others. Credit Points

Incompatible/ not to be
counted for
credit with
Unit Level
Lectures and tutorials provide an opportunity for students to explore and engage in structured activities that will assist in their fulfilment of unit outcomes. As such, students are encouraged to attend all lectures and tutorials. In our experience, students who do not attend lectures and tutorials are poorly equipped to successfully complete assessment tasks. Students are required to attend 80% of all tutorial sessions

Enrolment Restrictions

Learning Outcomes
On successful completion of this unit, students should:
Be able to develop a comprehensive map and definition of TL, noting its relationship to other expressions of learning, and make reference to the rich diversity of literature on TL. Competently discuss its role in our cultural history, in education and social change, and its potential contributions to preferable futures. Design and carry out a TL initiative in the university class context, and document and critically discuss the processes involved and...

References: Wright, D., Camden-Pratt, C. & Hill, S. (2011) Social Ecology: Applying ecological understanding to our lives and our future. Gloucestershire, UK: Hawthorn Press
Arnold, R. (2005) Empathic intelligence UNSW Press;
Miller, J
Leonard, T. & Willis, P. (2008) Pedagogies of the imagination. Springer
Cranton, Patricia 1997
Freire, P. (2005). Education for critical consciousness. New York: Continuum.
Freire, P. (2004). Pedagogy of hope: reliving pedagogy of the oppressed. London: Continuum.
Giroux, H. & McLaren, P. (1989). Critical pedagogy, the state, and cultural struggle. Albany: State
hooks, bell
Mezirow, J. (Ed.) (2000). Learning as transformation. Jossey-Bass, San Francisco.
O’Sullivan, E
O’Sullivan, Edmund and Taylor, Marilyn (2004). Learning Towards an Ecological Consciousness: Selected Transformative Practices. Palgrave MacMillan, New York.
O’Sullivan, Edmund, Morrell, Amish& O’Connor, Mary Ann (2003) Expanding the Boundaries of Transformative Learning: Essays on Theory and Praxis. Palgrave Macmillan, New York.
Taylor, Edward W. (1998) The Theory and Practice of Transformational Learning: A Critical Review. ERIC Clearinghouse, Ohio State Univ., Columbus, OH.
Taylor, Edward W. & Cranton, Patricia (2012) The Handbook of Transformative Learning. Jossey-Bass. San Francisco CA.
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