Abstract
Chapter 7 will revisit current theorisations of transformative teaching and learning and position our work within that field. Drawing on the heritage of the British adult education tradition, we flesh out a distinctive, contextualised theorisation of transformative education. We draw on a range of theoretical perspectives as we pull together the themes from the teachers and learners’ chapters and probe the interconnected nature of teaching and learning in transformative education. This involves engaging with the principles of critical pedagogy, the debate around powerful knowledges, looking at symbolic violence and embodiment in educational experiences. The strongly aspects of transformative teaching and learning are addressed by exploring the role of affect, spatiality and the triad of belief, hope, love and care in transformative teaching and learning. Finally, we return to purposes: do we want a further and adult education orientated to maintaining the (flawed) social inequalities of the past, or do we instead need to reimagine it as a space for reimagining the collective personal development and socially just changes that we need in order to face the enormous challenges of the future?
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