Transformative Learning Theory Research Articles

Inclusive learning communities: An English learner framework for all educators

AbstractEducators in many countries must meet the educational needs of students who are not fluent in the language of instruction. Professional learning focused on incremental or individual teacher change has failed to improve student learning trajectories (Cuban, 2013; Gorski & Zenkov, 2014). This article explores Brookfield's (2012) critical articulation of Mezirow's (2012) adult learning theory to support the complex and radical transformation needed from all educators—not just language specialists—to improve classroom learning and schooling. We present the inclusive learning communities framework, with conceptual and pedagogical growth targets, guiding a seven‐course English as a New Language Certification program for PreK‐12 preservice and in‐service teachers working with English learners (ELs) in general education and EL specialist classrooms. The conceptual and pedagogical elements leverage critical transformative learning theory to reframe educators' individual beliefs and practices while developing their collective capacity to challenge oppressive ideologies and systems in pursuit of equity. We conclude that radical improvement in EL outcomes requires all EL teacher educators to plan and evaluate university coursework programmatically in ways that demonstrate real‐world change.

Acknowledging Identity and Intersectionality—A Transformative Framework for Design Education Futures

AbstractDesign education in Australia is still largely dominated by Westphalian perspectives, values, histories and ways of learning. The focus on Euro‐western aesthetics, technologies, timelines and processes marginalises other identities, cultures and places. This signals to students that they should internalise, value and master dominant narratives, knowledges and ways of designing. Responding to this legacy, this article details the development of an intersectional and transformative framework to guide pedagogy for design education futures. Drawing from intersectional, student‐centred and transformative learning theories, we argue that students can develop self‐awareness and critical evaluation skills through understanding and designing within their own histories and cultures. In applying our framework, we reflect on how we developed a communication design history curriculum that centres on previously marginalised designers and prioritises pluralistic work that comes out of diverse cosmologies, perspectives and points of view. Early results demonstrate that offering spaces for students to connect design to their own intersectional identities increases self‐reflection and belonging, while engaging students to contribute new knowledges and perspectives to design history than we have had in the past. We hope this framework contributes to design education moving towards and respecting expanded ways of thinking, seeing and teaching design.

Empathetic Pedagogies in English as a Foreign Language (EFL) Teaching: Specific Strategies and Experiences from the Mekong Delta Context

In the current landscape of global education, the importance of understanding and effectively integrating emotional intelligence into teaching practices has gained significant attention. Within this framework, the role of empathy in teaching is emerging as a crucial component, particularly in English as a Foreign Language (EFL) settings where cultural and linguistic barriers present unique challenges. This study delves into the intricate role of empathy in EFL teaching, particularly within the Mekong Delta region. Employing qualitative research methods, in-depth interviews with 10 EFL educators were conducted to extract nuanced insights about their perceptions and experiences regarding empathetic practices in the classroom. The findings, after conducting thematic analysis, revealed multiple thematic areas: the challenges of balancing empathy with academic rigour; the influence of personal experiences on empathetic practices; the relationship between empathy and student motivation; empathy’s role in conflict resolution and classroom management; and the profound impact of empathy on teachers’ self-growth and renewal. Through the lens of socio-cultural theory and transformative learning theory, the study illuminates the deep intertwining of empathy with socio-cultural dynamics and transformative educational experiences. While the results underscore the paramount importance of empathy in enhancing classroom dynamics, student motivation and teacher development, they are grounded in the specific socio-cultural context of the Mekong Delta. Therefore, generalisations to broader EFL contexts should be made with caution. This research contributes to the burgeoning literature on empathetic pedagogies, emphasising its significance in modern EFL teaching environments.

Effects of a Discourse Intervention on End-of-Life Knowledge and Attitudes of Bachelor of Science in Nursing Students.

Several challenges exist to providing effective, formalized end-of-life education for undergraduate nursing students. The purpose of this study was to determine whether the addition of a discourse intervention to the End-of-Life Nursing Education Consortium Undergraduate Nursing Modules effectively improved junior-level prelicensure bachelor of science in nursing students' knowledge and attitudes toward end-of-life care. This quasi-experimental 2-group comparison, pretest/posttest design consisted of a sample of 135 enrolled in a medical-surgical nursing class. Applying Mezirow's transformational learning theory, a 2-hour discourse intervention that included a self-reflective journal, an unfolding case study focused on loss, and a discussion with question-and-answer session was implemented at the completion of the Undergraduate Nursing Modules for the intervention group. Knowledge and attitude toward end-of-life care were measured before and after the intervention with the Palliative Care Quiz for Nurses and the Frommelt Attitude Toward Care of the Dying. The findings indicated increased knowledge and positive attitude changes. This study supports the value of theory-based educational interventions, like a discourse intervention, to enhance effective pedagogy when addressing emotionally laden content such as end-of-life care. This study may have also given a glimpse of how a global pandemic may affect end-of-life knowledge and attitudes.

Student midwives’ lived experiences of caring for bereaved parents following perinatal loss using actor-based simulation: A phenomenological study

BackgroundStudent midwives frequently encounter bereaved parents in clinical practice; however, the experience of caring for bereaved parents can be a significant source of traumatic stress. Although the use of simulation to teach bereavement care is considered a powerful experiential form of learning, evidence for its effectiveness as a transformative learning strategy is limited. AimTo explore student midwives’ lived experience of caring for bereaved parents experiencing perinatal loss using high-fidelity simulation. DesignStudents midwives participated in an actor-based bereavement simulated scenario. Data was collected using semi-structured interviews. Interpretative Phenomenological Analysis was conducted to gain a deep understanding of the meaning of the experience. Mezirow's Transformative Learning Theory was applied as an analytical framework to illustrate how the student midwives made sense of and learned from the experience of caring for bereaved parents experiencing perinatal loss. SettingOne BSc (Hons), 156-week undergraduate midwifery programme within a university in the Northwest of England. ParticipantsA purposeful sample of nine first-and second-year student midwives volunteered to participate in the study. FindingsOne of the superordinate themes that emerged from the analysis (1) ‘trying to console and making things easier’ and the related subthemes (1a)‘what words can I say’, (1b)‘my instinct was to console the mum’, (1c)‘left to sort of pick up the pieces’ captured the deep sense of powerlessness and the professional dilemmas experienced as students struggled to emotionally console and communicate the right words to say to the grieving parents. ConclusionThe study highlights the vital role of simulation as a defined model of bereavement education that equips students with the necessary knowledge, skills, and confidence to provide compassionate care to bereaved parents experiencing perinatal loss. Implications for practiceThe emotional toll of caring for bereaved parents is significant, and higher education institutions should adopt experiential forms of learning using actor-based simulation scenarios to emotionally prepare students to care holistically for parents affected by perinatal loss.

Struggles and Joys: A Mixed Methods Study of the Artefacts and Reflections in Medical Student Portfolios.

Portfolios scaffold reflection on experience so students can plan their learning. To elicit reflection, the learning experiences documented in portfolios must be meaningful. To understand what experiences first- and second-year medical students find meaningful, we studied the patterns in the artefacts chosen for portfolios and their associated written reflections. This explanatory mixed methods study of a longitudinal dataset of 835 artefacts from 37 medical student' portfolios, identified patterns in artefact types over time. Mixed model logistic regression analysis identified time, student and curriculum factors associated with inclusion of the most common types of artefacts. Thematic analysis of participants' reflections about their artefacts provided insight into their choices. Interpretation of the integrated findings was informed by Transformative Learning (TL) theory. Artefact choices changed over time, influenced by curriculum changes and personal factors. In first year, the most common types of artefacts were Problem Based Learning mechanism diagrams and group photos representing classwork; in second year written assignments and 'selfies' representing social and clinical activities. Themes in the written reflections were Landmarks and Progress, Struggles and Strategies, Connection and Collaboration, and Joyful Memories for Balance. Coursework artefacts and photographic self-portraits represented all levels of transformative learning from across the curriculum. Medical students chose artefacts to represent challenging and/or landmark experiences, balanced by experiences that were joyful or fostered peer connection. Novelty influenced choice. To maximise learning students should draw from all experiences, to promote supported reflection with an advisor. Tasks should be timed to coincide with the introduction of new challenges.

A socially constructed framework for culturally congruent nursing curriculum transformation in Lesotho: A Multi-Methods approach

BackgroundImplementing a transformative nursing curriculum is strategic for a country’s population health outcomes. However, transforming a nursing curriculum is challenging due to the lack of investigation into cultural influences impacting such transformation.Therefore, in order to implement a transformative nursing curriculum, educators need support to explore what a culturally congruent framework would look like. PurposeTo socially construct a framework for culturally congruent nursing curriculum transformation in Lesotho. Methodological approachThis study used a descriptive, qualitative, multiple-method research approach. The transformative learning theory was the theoretical context within the social constructivism research paradigm. The Mmogo-MethodTMand the KAWA technique were methods used for data collection during the study’s two empirical phases. The Mmogo-MethodTM was used to describe cultural influences on curriculum implementation, while the KAWA technique was used to describe the congruency between culture and transformative curriculum implementation. Out of a population of 11, a convenience sample of seven midwifery educators was used for the Mmogo-MethodTM and a criterion purposive samplingselection of 14 nursing educatorsfrom a population of 64 for the KAWA technique. Additionally, a narrative literature review was systematically performed to establisha relationship between culture and transformative curriculum implementation. Findings and interpretationsEmpirical findings from the Mmogo-MethodTM, KAWA technique, and the narrative literature review confirmed that culture might well influence the implementation of a transformative nursing curriculum. The findings were used to draft a framework validated by nursing educators. The three emergent framework concepts were: transformative learning; educators; and students. These three concepts were inter-related throughout the learning process.

Development of Interpersonal Soft Skills Learning Model Based TLTD to Improve Hospital Nurse’s Competency in Timor-Leste: A Cross- Sectional Study

Introduction and Purpose: Nurses are expected to be competent in practice based on the domain of standards and interpersonal soft skills (ISS). Nurses are faced with inadequate physical assessment 28%, formulating diagnoses 56%, plans 34%, implementation 31%, and evaluation 37.5%, and communication skills 41%. Aims to develop an ISS learning model based on transformative learning theory and digitalization (TLTD) to improve nurses’ competencies. Method: Used Explanatory cross-sectional involved 190 practitioner nurses. Variables of individual characters (X1), facilities (X2), Social environment support/SES (X3), TLTD (X4), ISS (X5), and nursing competencies (Y) were measured. Data was collected using a checklist questionnaire, conducted on 6 June to 10 August 2022 at Dili, Baucau, and Maliana hospitals. Used descriptive and inferential analysis with SEM-PLS. Results: Five of the 11 hypotheses of statistical p-value < 0,05 and T-Test > 1,96, including X2>X4, X3>X5, X4>X5, and X5>y, to form ISS learning model. The characteristic of respondents were 81,8% young adults, 67.9% women, 57.8% undergraduates, judging the previous training 35% was unsuccessful, and 45.8% did not meet expectations. Learning facilities that are still lacking include policies 23.7%, curriculum 23.4%, guideline 22.7%, modules 27.9%, infrastructure 20.3%, social environment support 24.2% low, organizational support, 30.0% low peer support and 26.3% low family support. The average TLTD is 25.3% to 34.2%, ISS 22.1% to 30.5%, and nurse competence 25.3% to 30.5%. Suggestion: Result of the study become base to improve nurse’s competencies. Conclusion: Learning model was formed by facilities, SES, TLTD, ISS, and nurses’ competencies

Health Justice and Systems of Care: A Required Longitudinal Course for MD Students.

Medical education has acknowledged the impact of structural societal factors on health, prompting the need for curricula seeking to eliminate health inequities upstream while simultaneously caring for downstream effects of existing inequities. The Keck School of Medicine of USC (KSOM) implemented one such comprehensive curriculum, Health Justice and Systems of Care (HJSC), integrating health systems science, structural competency, and service-learning in a required course spanning the pre-clerkship and clerkship phases with an optional post clerkship elective. The HJSC course addresses topics including racism in medicine, health inequities, and health systems science. Using transformative learning theory, it fosters critical consciousness and structural competency. Assessments include case analyses, reflections, team-based learning sessions, and group projects related to social justice in healthcare. The program aims to instill cultural humility and practical application, fostering a holistic approach to medical education that implores physicians to become advocates for health justice. Feedback from students indicated generally positive perceptions of the curriculum. Students provided overall positive comments about discussions with guest speakers. However, students expressed a desire for more concrete examples of how health inequities can be remedied. Some found small-group activities less engaging. Other challenges included providing students of different readiness levels with tailored experiences and seamlessly integrating HJSC content within basic and clinical sciences courses. Next steps include continuing to integrate content into the science curriculum and clerkships, improving opportunities for meaningful student interactions, and enhancing faculty development to address health justice concerns in clinical settings.

Perceived Quality of In-Service Training and Teacher Commitment in Public Secondary Schools in Nyahururu Sub-County, Kenya

Teachers are essential to a country’s education system, necessitating robust pedagogical skills to perform effectively. In Kenya, the government, through Semi-Autonomous Government Agencies (SAGAs), has implemented in-service training programs like Strengthening of Mathematics and Science in Secondary Education (SMASSE) to improve teachers’ professional competencies. Despite these initiatives, concerns persist about their impact, particularly in Nyahururu Sub-county. This study aimed to explore the relationship between the perceived quality of these in-service training programs and teacher commitment in public secondary schools in Nyahururu. The study examined two key aspects: the teachers’ perceptions of the training quality and how this perception affects their commitment to teaching and promoting student welfare. The research was guided by Transformative Learning Theory and Self-Efficacy Theory. Using an ex-post facto design, data were collected through a questionnaire from 214 out of 472 teachers through stratified sampling technique, with the instrument showing a high reliability coefficient (r=0.838). The analysis used quantitative method, including Pearson’s correlation coefficient for hypothesis testing at a 0.05 significance level. Findings revealed a high to strong positive relationship between teachers’ perceptions of training quality and their commitment to teaching and learning (r=0.658). This indicates that higher ratings of training quality are associated with increased dedication to teaching. Additionally, there was a strong positive relationship between perceived training quality and teachers’ commitment to student welfare (r=0.725), suggesting that better training leads to greater commitment to student support. The study’s insights suggest that improving the quality of in-service teacher training can enhance teacher commitment, benefiting Kenya’s secondary education sector by fostering more engaged and effective educators.

Race for the Doctorate: Educational Leadership Ed.D. Students’ Experiences in a Racial Equity-Focused Program

Aim/Purpose: This study aimed to compare the experiences of students who identify as Black, Indigenous, and People of Color (BIPOC) with those of White students in the same Educational Leadership doctoral program that claimed to be unapologetic in its commitment to producing racially conscious leaders. Background: This study critically assesses the doctoral program’s claims as measured by BIPOC and White doctoral students’ perceptions of their abilities as racial equity leaders and their assessments of their transformational learning. Methodology: This qualitative study employed two separate focus group interviews – one for BIPOC doctoral students (n=7) and the other for White doctoral students (n=6). The researchers could comprehend how the participants experienced an Educational Leadership Ed.D. program with curriculum, andragogy, and assessment viewed through the lens of race and how the participants perceived their growth as racial equity leaders. Contribution: This study offers several theoretical and practical applications for Educational Leadership doctoral programs that embed racial equity work. For faculty, the study informs their delivery of race-focused courses and programs to optimize their development of racially conscious leaders. For BIPOC students, the study empowers them to advocate for and demand challenging racial equity-focused curriculum and instruction. For White students, the study reinforces the necessity of a race-focused program for professional development. Findings: There was a marked difference between the BIPOC and White students’ responses. White students reported the most transformational growth in their racial awareness, their understanding of structural racism, and their recognition of where equity leadership skills could be utilized. BIPOC students were cognizant of much of this work before entering the program. However, they reported growth in understanding how best to implement effective racial equity leadership while maintaining healthy boundaries and self-care. Recommendations for Practitioners: Educational leadership doctoral programs with a focus on racial equity work need teaching faculty that espouse and demonstrate anti-racist curriculum, instruction, and assessment without relying on the racialized labor of BIPOC students to “teach” White students about racism. Recommendation for Researchers: The researchers in this study used separate focus groups – BIPOC and White. The data revealed that although the same questions were asked to each group, the BIPOC responses contained more vulnerable, personal details and yielded richer meanings. Future researchers should consider employing a more robust set of focus group questions that require more introspection and self-reflection, which might produce more significant insights. We believe they may yield more nuanced responses from all racial groups. Impact on Society: This study revealed that BIPOC and White educational leadership doctoral students have different and varying needs and challenges based on their racialized lived experiences. Educational leadership doctoral programs must provide the tools and opportunities for their students to be conversant and competent to address issues of structural racism. Future Research: Future research should use transformative learning theory to guide how BIPOC and White faculty in educational leadership doctoral programs assess their abilities to be anti-racist teachers and leaders.

Bridging disciplinary perspectives on transformation: Epistemologically evaluating liminality and transformative learning

Transformative tourism has become a key research topic, with Turner's anthropological liminality and Mezirow's educational transformative learning theory being central frameworks. This essay clarifies these approaches, analyzing their strengths, limitations, and interplay to enhance transformation-focused tourism research. It emphasizes interdisciplinary methods, proposing theoretical expansions that explore the breadth of transformation and its practical applications. By comprehensively articulating these frameworks, this paper aims to guide their effective integration in tourism studies. This work deepens the understanding of transformative processes in tourism, contributing significantly to the field's epistemic progression.

Sosyal Bilgiler Dersinde Dönüşümsel Öğrenme Kuramının Öğrencilerin Çatışma Çözme Becerisine Etkisi

In this study, it was aimed to examine the impact of transformative learning theory on students' conflict resolution skill in social studies course. Embedded design, one of the mixed research methods, was used in the study. The participant group was formed by multi-stage mixed sampling method. The participant group included a social studies teacher and 51 students in the 5th grade. Conflict resolution skill scale, two semi-structured interview forms and unstructured observation were used to collect the data. Independent sample t-test and covariance analysis were used to analyse the statistical data, while content analysis was used to analyse the qualitative data. At the end of the study, it was found that transformative learning theory increased students' conflict resolution skills. The results also revealed that social studies courses conducted with transformative learning theory were seen by the participants as processes that confuse students' minds, surprise them, make them doubt, lead them to questioning and multidimensional thinking. It was also found that the participants thought that the courses provided students with various knowledge and values, encouraged them to research, analyse and synthesize, and act in a controlled manner. Depending on the results obtained, recommendations for education planners and researchers were developed.

Government interventions in the financial literacy of the law-enforcers

Financial literacy (FL) is a crucial skill set that police officers must possess, particularly in managing their funds during their tenure in the police force and as they approach retirement from their service. The extent of an individual's FL will directly impact the extent of their financial planning knowledge and budgeting abilities required as a police officer, commencing from the initial stages of their career. The primary objective of this study is to investigate the level of FL within the police force, with a particular emphasis on the factors of financial knowledge, attitude, and behaviour. The study employed a simple random sampling technique to gather data from a sample of 68 law enforcement employees stationed in Vosman and Klipfointein. The data was acquired through survey questionnaires. The data were descriptively analysed using the Statistical Package for the Social Sciences (SPSS). The results of the study suggest that police officers often possess low to moderate levels of FL. However, there is a positive correlation observed between the variables under investigation. The recommendation proposes that the government should implement ongoing training and short-term interventions focused on FL, with a particular emphasis on tailoring these initiatives to individuals' income levels and lifestyles. This study utilized intervention and transformational learning theory to support law enforcement professionals in enhancing their financial planning both prior to and following their employment, by means of financial education.

A QUALITATIVE ANALYSIS OF UNDERGRADUATE STUDENT AND OLDER ADULT REFLECTIONS ON AN ORAL HISTORY PROJECT

Abstract Interaction between generations is diminishing as extended family members live further apart and as neighborhoods, communities, and institutions become increasingly age-segregated. Fostering intergenerational contact can benefit both parties involved. The aim of this qualitative study was to develop a deeper understanding of the meaning of participating in an intergenerational oral history project using a phenomenological approach. Undergraduate students (n=21) interviewed a family member or friend in three, 45-60-minute sessions. After the last interview, each older adult/student pair met to share what the project meant to them. Audio recordings of these final reflections were analyzed using a thematic analysis process. Five themes emerged: Reflection, Learning, Meaningful Connections, Evoked Emotions, and Advice. To the surprise of the researchers, the five themes were common to both students and older adults. The subthemes, however, differed between groups within three of the themes (reflection, learning, and advice). Consistent with previous research, findings support that participating in an oral history project is beneficial for both parties. This study adds to the literature by revealing that both older adults and students reflected on their lives. Older adults tended to accept their lives (or not) after reflecting. Both groups learned as a result of this project and the project evoked emotions. Theoretical study implications include that engaging in reminiscence supports psychological development in late-life, according to Erikson’s model. Further, congruent with Mezirow’s theory of transformative learning, the experience challenged participants to consider how telling and/or hearing a life story fits or did not fit with prior thoughts.

Shifting perspectives: Unveiling the transformative potential of home visits to persons living with disability in rural settings for medical students

Purpose This study aims to examine the transformative learning experiences of medical students participating in home visits to persons living with disabilities in rural areas of South Africa, in order to explore the potential of such experiences to shape their beliefs about their professional development and clinical practice. Methods Qualitative data was collected from the students through written reflections and semi-structured interviews. The data were analyzed thematically using a phenomenological approach guided by Mezirow’s theory of transformative learning. Results The findings reveal a three-stage process of transformative learning for the students. Firstly, students held predominantly negative views towards the learning activity, prior to the home visits. Secondly the role of critical reflection facilitated a change in students’ perspectives. Finally, there was a change in perspective towards a predominantly positive valuing of the activity to their learning and approach to clinical practice. Discussion This study highlights the significance of incorporating home visits and structured critical reflection into undergraduate medical curricula. It underscores the need for further research in this area and contributes to the understanding of transformative learning in healthcare education. The findings emphasize the potential of community-based activities to shape inclusive practices and foster holistic patient care.

“Here I’m Black, there I’m White”: Israeli social-workers retrospective perspective on intercultural encounters in India and Ethiopia during their training

ABSTRACT International social work brings about an intercultural encounter between guests and hosts from the North and the South, a division associated with power relations. This type of encounter creates a unique learning space for international social work students. In light of the transformative learning theory, the study examined the retrospective perspective of Israeli social workers regarding their intercultural encounter when visiting India and Ethiopia as part of their international social work training. It focuses on formative experiences, which have the potential to generate transformative learning. Using a qualitative approach and photovoice methodology, data was collected from 14 social workers who had taken part in an international social work program. Three main themes emerged from the analysis: 1) Local professional orientation; 2) Exposure to local social-cultural issues; 3) The intercultural encounter as a mirror of Israeli society. The findings shed light on how formative experiences in a foreign land create a basis for transformative learning. The results suggest the need to replace the term ‘culture shock’ with the notion of disorienting dilemmas in order to serve the goals of reflective learning from intercultural encounters and context-dependent learning in social work education in general, and international social work education in particular.

Emerging Trends in South African Higher Education: A Critical Analysis of Distance Learning Modalities in Music

This study addresses the dynamic shifts in South African higher education, focusing on integrating distance learning into music education. The proliferation of digital platforms has redefined educational paradigms, necessitating a critical examination of its impact on music pedagogy within the South African context. Employing a qualitative critical analysis methodology, this research leverages existing scientific literature to discern patterns, challenges, and opportunities presented by distance learning modalities. Anchored in Jack Mezirow's Transformative Learning Theory, this study investigates emerging trends in distance learning modalities within South African higher education music programmes. Two significant findings emerge: firstly, distance learning fosters student autonomy, enabling self-directed exploration of musical concepts. Secondly, collaborative online environments facilitate cross-cultural musical exchanges, enriching students' cultural understanding and musical proficiency. This study underscores the imperative of harnessing technology for music education in South Africa, emphasising its capacity to democratise access and broaden cultural understanding. The findings contribute to a growing body of literature on transformative learning experiences in music education, offering practical insights for educators and policymakers. As South Africa's educational landscape continues to evolve, this research lays a foundation for the innovative integration of digital platforms, ushering in a new era of inclusive and culturally enriched music education.

A Textbook Problem-Solving Student Becomes Transformative Contextualized Mathematics Teacher: Journey of Learning and Teaching

This reflective paper portrays my personal-lived experiences via autoethnography (as a method of inquiry); Ethnodrama and narrative (as representational methods); and transformative learning theory (as a theoretical referent). Emphasis on textbook, realization, and obligation were/are the characteristics regarding my transformative journey from a textbook problem-solving mathematics student to being a contextualized mathematics teacher. As a student, the lure of scoring marks led me towards the path of solving as many textbook problems (as possible) with the only goal to perform well in examination. While on the verge of entering the teaching profession; reflecting back to school days, made me think about the question: “Do I desire to give my prospective students (mathematics education) in the same contexts or in the same manner that I experienced during my school days?” Immediately, each time both my heart and mind used to answer, “Not really, No!” This sense of realization led me to the obligation of approaching my two years of Fellowship journey as a mathematics fellow that primarily emphasized linking mathematical contents with the local surroundings (of the learners). This study is beneficial for educators who aim to bring necessary reform regarding educational practices (particularly, in mathematics), so as to provide the outlook (to the learners) that ‘Mathematics is everywhere around the surroundings'.

Traditional gender roles and patriarchal values: Critical personal narratives of a woman from the Chaoshan region in China

AbstractThis study utilizes the personal critical narrative of myself, a woman from the Chaoshan region in China, as the primary data source to explore the impact of traditional gender roles and patriarchal values on women's personal growth transformation through a feminist lens. Integrating feminist and transformative learning theory, it encompasses my journey, including growing up with traditional patriarchal norms and thinking; being shaped by traditional gender bias without critical thinking; struggles from valuing males over females; and becoming a feminist‐informed and transformative adult education scholar. This study emphasizes the significance of integrating feminist and transformative learning theories into personal narratives and gender issues in adult education. Through dialogic connections, it may inspire self‐transformation in readers, potentially evolving into informed adult learners and feminist practitioners. This understanding can improve culturally sensitive adult education, fostering inclusivity, empowerment, and enhancing Western researchers’ comprehension of societal norms' influence on personal transformation in diverse contexts.