Challenging Change: Transformative Education for Economically Disadvantaged Adult Learners

Autor/inn/en	Hyland-Russell, Tara; Syrnyk, Corinne
Titel	Challenging Change: Transformative Education for Economically Disadvantaged Adult Learners
Quelle	In: International Journal of Lifelong Education, 34 (2015) 5, S.514-529 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2015.1030349
Schlagwörter	Transformative Learning; Lifelong Learning; Adults; Economically Disadvantaged; Mixed Methods Research; Longitudinal Studies; Disproportionate Representation; Questionnaires; Self Concept; Low Income; Semi Structured Interviews; Program Descriptions; Humanities; Well Being; Futures (of Society); Interpersonal Relationship; Foreign Countries; Adult Education; Canada + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Life-long learning; Lebenslanges Lernen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fragebogen; Selbstkonzept; Niedriglohn; Geisteswissenschaften; Humanwissenschaften; Well-being; Wellness; Wohlbefinden; Future; Society; Zukunft; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Kanada
Abstract	This paper focuses on the results of a mixed-methods study of 13 participants in a Radical Humanities programme designed as a transformative learning space for low-income adults who have experienced barriers to learning. Using demographic questionnaires, semi-structured narrative interviews and course evaluations this study examined participants' experiences in the programme and the impact on their learning, sense of agency and future ambitions. As the first phase of a longitudinal project on the well-being and agency of under-represented and marginalized learners, this preliminary study revealed five predominant themes emerging from learners' experiences: (1) self-reflective meaning-making processes; (2) interrelated personal and communal growth; (3) appreciation of diversity; (4) emerging sense of self-as-learner; (5) renewed aspirations. This paper argues that transformative learning for low-income adults is a complex and challenging process that entails participants' ongoing negotiations of self, learning, and purpose. Understanding and evaluating the effectiveness of transformative learning within a social-emancipatory humanities programme requires attention to the programme's social context and choices faced by participants. Programme participation fosters increased well-being, deeper relationships and hope for the future. However, these tangible benefits are tempered by constraints of individual and structural systems that, for some students, impose limitations on their ability to enact change in themselves and in their lives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01