Abstract
This study investigated the efforts of four consequential German nonformal educational organizations serving youth to better understand how they designed transformative learning programs for democratic citizenship. This work expands work on transformative learning as a metatheory by operationalizing the programmatic design for transformative learning for democratic citizenship outcomes through Gee’s Good Games framework. Using semi-structured interviews with experts, organizational documents, and research reports, we examined and compared four case studies of programmatic design for transformative learning of democratic citizenship. After completing a cross-case analysis of the programs using Gee’s framework, the findings revealed that each case focused on designing learning environments and experiences in the context of democratic citizenship where interaction, agency, production, and situated meanings were fostered. The study offers implications for how programs and educators can promote transformative learning for democratic citizenship through programs designed for effective utilization of games, play, athletics, virtual/augmented reality, and/or other immersive experiences.
Published Version
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