Cultivating authentic professional identities through transformative higher education

Abstract

The chapter interprets transformative learning through the lens of Jack Mezirow’s (1991, 2000) transformation theory. The main purpose is to argue that Mezirow’s theory of transformative learning could be a foundation for professional education ‘from which appropriate practices of goal setting, needs assessment, program development, (and) instruction … could be derived’ (Mezirow, 1991: xii). The discussion employs Mezirow’s key concepts of content, process and premise reflection, instrumental, communicative, and emancipatory learning, objective and subjective reframing, and ‘perspective transformation’ to demonstrate the utility of these concepts for describing significant (i.e., transformative) learning on professional programmes, and the development of an identity as change agent. As the discussion unfolds additional literature that does not speak explicitly to transformative learning but is relevant to the argument that professions and professional education should have a social justice orientation are integrated. The chapter makes the point that transformative learning on professional programmes in higher education is a process of developing a more ‘authentic’ professional identity. Canadian adult educator and theorist Patricia Cranton previously linked authenticity, critical reflection, and transformative learning.