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	<title>transformative learning &#8211; Australian Journal of Adult Learning</title>
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	<link>https://ajal.net.au</link>
	<description>Critical thinking and research in the field of adult learning</description>
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		<title>“Come in and look around.” Professional development of student teachers through public pedagogy in a library exhibition</title>
		<link>https://ajal.net.au/come-in-and-look-around-professional-development-of-student-teachers-through-public-pedagogy-in-a-library-exhibition/</link>
		
		<dc:creator><![CDATA[Linda Thompson]]></dc:creator>
		<pubDate>Wed, 18 Nov 2015 06:25:11 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[global education]]></category>
		<category><![CDATA[group work]]></category>
		<category><![CDATA[public learning space]]></category>
		<category><![CDATA[public library]]></category>
		<category><![CDATA[social justice]]></category>
		<category><![CDATA[transformative learning]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=3810</guid>

					<description><![CDATA[Authors: Anne Hickling-Hudson &#38; Erika Hepple, Queensland University of Technology Edition: Volume 55, Number 3, November 2015 Summary:  This paper describes a public pedagogy project embedded into The Global Teacher, a subject within the Bachelor of Education program for student teachers at an Australian university. The subject provides a global perspective on socio-political issues that &#8230; <p class="link-more"><a href="https://ajal.net.au/come-in-and-look-around-professional-development-of-student-teachers-through-public-pedagogy-in-a-library-exhibition/" class="more-link">Continue reading<span class="screen-reader-text"> "“Come in and look around.” Professional development of student teachers through public pedagogy in a library exhibition"</span></a></p>]]></description>
		
		
		
			</item>
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		<title>Diversity and achievement: Is success in higher education a transformative experience?</title>
		<link>https://ajal.net.au/diversity-and-achievement-is-success-in-higher-education-a-transformative-experience/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 09 Jul 2014 01:59:31 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[higher education]]></category>
		<category><![CDATA[perspective transformation]]></category>
		<category><![CDATA[student diversity]]></category>
		<category><![CDATA[student success]]></category>
		<category><![CDATA[transformative learning]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=2471</guid>

					<description><![CDATA[Authors: Robyn Benson, Margaret Heagney, Lesley Hewitt, Glenda Crosling and Anita Devos; Monash University Summary:  This paper reports on a longitudinal project examining how a group of students from diverse backgrounds succeeded in higher education. The project explored participants’ pathways into higher education, how they managed their studies, and their reflections at course completion. In &#8230; <p class="link-more"><a href="https://ajal.net.au/diversity-and-achievement-is-success-in-higher-education-a-transformative-experience/" class="more-link">Continue reading<span class="screen-reader-text"> "Diversity and achievement: Is success in higher education a transformative experience?"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Transformative pedagogy for social capital</title>
		<link>https://ajal.net.au/transformative-pedagogy-for-social-capital/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 17 Apr 2013 04:37:06 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[social capital]]></category>
		<category><![CDATA[transformative learning]]></category>
		<category><![CDATA[transformative pedagogy]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1546</guid>

					<description><![CDATA[Author/s: Peter Willis Edition: Volume 47, Number 3, November 2007 Summary: This paper explores ways in which pedagogy for an elaborated form of transformative learning can be a useful catalyst for the development of social capital in community and workplace groups and networks. I begin with an example and then explore ideas of learning challenges &#8230; <p class="link-more"><a href="https://ajal.net.au/transformative-pedagogy-for-social-capital/" class="more-link">Continue reading<span class="screen-reader-text"> "Transformative pedagogy for social capital"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>An appreciative inquiry into the transformative learning experiences of students in a family literacy project</title>
		<link>https://ajal.net.au/an-appreciative-inquiry-into-the-transformative-learning-experiences-of-students-in-a-family-literacy-project/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 08 Apr 2013 06:39:08 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[adult learners]]></category>
		<category><![CDATA[appreciative inquiry]]></category>
		<category><![CDATA[bridging]]></category>
		<category><![CDATA[change]]></category>
		<category><![CDATA[experience]]></category>
		<category><![CDATA[transformative learning]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1354</guid>

					<description><![CDATA[Author/s: David Giles and Sharon Alderson Edition: Volume 48, Number 3, November 2008 Summary: Educational discourse has often struggled to genuinely move beyond deficit-based language. Even action research, a predominant model for teacher development, starts with the identification of a problem (Cardno 2003). It would appear that the vocabulary for a hope-filled discourse which captures &#8230; <p class="link-more"><a href="https://ajal.net.au/an-appreciative-inquiry-into-the-transformative-learning-experiences-of-students-in-a-family-literacy-project/" class="more-link">Continue reading<span class="screen-reader-text"> "An appreciative inquiry into the transformative learning experiences of students in a family literacy project"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Facilitating transformative learning: a framework for practice</title>
		<link>https://ajal.net.au/facilitating-transformative-learning-a-framework-for-practice/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 20 Mar 2013 05:37:16 +0000</pubDate>
				<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[adult learning]]></category>
		<category><![CDATA[interaction]]></category>
		<category><![CDATA[program design]]></category>
		<category><![CDATA[transformative learning]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1117</guid>

					<description><![CDATA[Author/s: Judi Apte Edition: Volume 49, Number 1, April 2009 Summary: This paper explores some of the challenges that are involved in facilitating transformative learning. It presents a framework for practice that considers transformative learning from the perspective of the facilitator. These ideas were developed through a doctoral study in which adult educators were interviewed &#8230; <p class="link-more"><a href="https://ajal.net.au/facilitating-transformative-learning-a-framework-for-practice/" class="more-link">Continue reading<span class="screen-reader-text"> "Facilitating transformative learning: a framework for practice"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Teaching practice in the making: Shaping and reshaping the field of adult language, literacy and numeracy teaching</title>
		<link>https://ajal.net.au/teaching-practice-in-the-making/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Sun, 16 Dec 2012 23:28:43 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[Chodkiewicz]]></category>
		<category><![CDATA[literacy]]></category>
		<category><![CDATA[LLN]]></category>
		<category><![CDATA[numeracy]]></category>
		<category><![CDATA[transformative learning]]></category>
		<category><![CDATA[Widin]]></category>
		<category><![CDATA[Yasukawa]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=127</guid>

					<description><![CDATA[Author/s: Jacquie Widin, Keiko Yasukawa and Andrew Chodkiewicz Edition: Volume 52, Number 1, April 2012 Summary: The field of adult language, literacy and numeracy in Australia is a site of struggle as policy changes, new learner groups and new economic imperatives challenge teachers’ expertise and beliefs about good teaching practice. This article examines the ways &#8230; <p class="link-more"><a href="https://ajal.net.au/teaching-practice-in-the-making/" class="more-link">Continue reading<span class="screen-reader-text"> "Teaching practice in the making: Shaping and reshaping the field of adult language, literacy and numeracy teaching"</span></a></p>]]></description>
		
		
		
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