3 - Transformative Learning for Social Change
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Delivery Mode:Grouped-study
Prerequisites: MAIS 601 and 602.
Since classical times, education has been identified as fulfilling the contradictory roles of reproducing and transforming the existing social order. In EDST 630: Transformative Learning for Social Change, we will focus on theories of transformative education within the field of adult education. More specifically, we will examine theories that are meant to catalyze both social transformation and individual change.
The purpose of any educational endeavour relates to the moral, political, social, and economic goals sought and the social interests behind these goals. Thus, as part of our critique of transformative education theories, we will be examining not only the goals stipulated by various theories but also the social interests, power relations, ideological assumptions, and visions of a good society that are embedded in each theory. The overarching question of this course is, "Is transformative education, in all of its contemporary formulations, a carrier of the most problematic values and concepts that imperil the future of human society and planetary life?"
Transformative education has always been considered the cutting edge in adult education theorizing, particularly through its pedagogies for creating visionary, progressive social change. In Part I, we will begin by interrogating the core concept that underpins the idea of transformation, namely progress in its modernist clothing. Then we will review the three dominant approaches to social change-the functionalist, interactionist, and conflict schools. From here, we will narrow our focus to the radical tradition in adult education, particularly its links to critical theory and critical pedagogy.
In Part II, we will explore the history of critical transformative education in various political, economic, and geographical contexts. We will examine the key North American theorists and their current debates, shift to the conceptualization of transformative education in Southern contexts, and finally consider the new voices that are contending and extending existing theory, including feminist, Jungian, spiritual, and ecological perspectives.
In Part III, participants will study the intersection of theory and practice in transformative pedagogies undertaken inside and outside classrooms, particularly in social movements. The course then returns to the question of the consequences of transformative education in light of the most pressing global issues.
Most important to remember is that this course is not just an intellectual exercise. There will be a significant reflection component every week in which students will be asked to analyze their own concepts and assumptions about society, education, and social change. Together, in online discussion, the members of the course will develop a collective text of their existing knowledge, social analysis, and experiences, and will extend this through their interaction with socially transformative theory and practice. It is hoped that, through this process, students will be able to develop or enhance their own theory and practice of transformative education for social change.
The course objectives for Social Dimensions of Transformative Education are eightfold. By the end of the course, students will be able to:
Students should be prepared to devote the time necessary to complete the various activities in this course: reading critically, actively researching, and posing thoughtful questions; writing succinct and insightful responses on the conference boards; reflecting on lived experience and social issues; and writing reflective, theoretical and integrative papers. Students are expected to demonstrate a willingness to work and participate in class activities for the benefit of all, not just to produce written materials.
Each assignment will receive detailed, descriptive feedback to help you develop the skills you require for further work in the course. The instructor is available for any guidance you require.
| Course Activity | Weighting |
| Conference Participation Theory, Reflection and Pedagogy Postings | 20 % |
| Assignment 1: Posted Summary of Reading and Moderation | 10 % |
| Assignment 2: Posted Summary of Reading and Moderation | 10% |
| Assignment 3: Reflection Paper | 10% |
| Assignment 4: Theory Exploration Paper | 20% |
| Assignment 5: Integrative (Theory/Pedagogy/Reflection) Paper | 30% |
| Total | 100% |
The package you receive should contain each of the items listed below.
Course Guide: This course guide will provide you will all the background information you require to complete this course. In particular, the study guide section gives you detailed information for each week of the course. It will provide a list of readings, on-line conference assignments, and commentary.
Reading File: In addition to the textbooks, you will receive a collection of articles that is your reading file. Some of the reading file is provided electronically through the AU Digital Reading Room.
Forms: The forms students will need to submit assignments or to inform the University of a change in status as a student are included with the course materials.
Athabasca University Library: Students are encouraged to browse the Library's Web site to review the Library collection of journal databases, electronic journals, and digital reference tools: http://library.athabascau.ca.