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Transformative Learning and the Dynamics of Power: ‘Poised on a Precipice of Risk’

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In this paper it is argues that work on transformative learning has been predicated on assumptions about agency on the part of both teacher and student and suggests an idealised learning environment. While recognising the significance of transformational learning the paper explores what it describes as the shadow side of transformational work, utilising feedback from students in a postgraduate course. The paper begins with a brief overview of transformational education. The changing context of transformational learning is then outlined. The paper considers issues of power, resistance and pain in transformational experiences, before suggesting one possible response to these issues.
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Keywords: education; habitus; power; resistance; transformational learning; university

Document Type: Research Article

Publication date: January 1, 2011

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  • Education and Society provides a forum, where teachers and scholars throughout the world, are able to evaluate current issues and problems in education and society from a balanced and comparative social, cultural and economic perspective.

    Education and Society, a fully refereed journal, is used by teachers, academics, research scholars, educational administrators and graduate students.
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