Transformative Education

Im Kontext einer sozial-ökologischen Transformation stellen Stadtrundgänge einen Ansatz der politischen Bildung dar, der als Form integralen Lernens körperliche Sinneswahrnehmung, Kognition, Emotion, physische Bewegung sowie kritische Wahrnehmung zu einer innovativen ‘Bildungsbewegung’ verbindet. Dies bedeutet Bewegung auf mehreren Ebenen: Die Fortbewegung durch die Stadt, der Besuch exemplarischer Orte, der gezielte Austausch mit change agents, bewegte und bewegende Methoden sowie eine mobilisierende politische Bewegung, die eine Brücke vom Wissen zum Handeln schlägt. Gemeinsames Wandeln und interaktiver Wissens- und Methodentransfer lassen alternative Wirtschafts- und Lebensentwürfe als gelebte Utopien erfahrbar werden. Durch den Hinweis auf Spuren, Bewegungen, Utopien vermitteln Stadtrundgänge Wandel als kontinuierlichen Bestandteil unserer Lebensrealität, regen mit neuen Perspektiven kritisches Denken an und bestärken im Sinne einer emanzipatorisch-affirmativen Pädagogik das eigene Handeln, um gesellschaftliche Transformationsprozesse ‘in Bewegung zu bringen’.

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The primary aim of the project was to better understand how democracy—and, ultimately, education for democracy (EfD)—is conceptualized, cultivated, implemented, and experienced in and through education. With research sites in three countries—Canada, USA and Australia—the study engaged with numerous research collaborators and over 1,000 research participants. The Global Doing Democracy Research Project (GDDRP), founded by the Principal Investigator and one of the Collaborators in 2008, laid the groundwork for the DPLTE project, and continued at a parallel level throughout its existence, connecting with researchers and projects in some fifteen countries, and involving more than 4,000 additional participants. With the culmination of the DPTLE research schedule, the overarching aims and themes of the project led to and endure through the UNESCO Chair in Democracy, Global Citizenship and Transformative Education (DCMÉT).

The linkage between democratic experience and the interest in engaging with thick(er), social justice-based education is developed throughout the research, and underscores the potential for critical engagement and participation in and through education. The research also provides a range of analyses that serve to elucidate the need for broad-based thinking and conceptualization that encompasses institutional, cultural and praxis-based considerations of education, with explicit/implicit, formal/informal and nuanced interpretations of how power relations are inter-woven into the educational project. Over the course of the research project, our findings were further examined, teased out and triangulated through deeper, critical, comparative analyses involving data from divergent contexts and in different languages, and problematizing diverse relationships between political, social and institutional actors concerning how democracy plays out in the classroom and schools as well as within communities that are inextricably linked to the educational project. The results, analyses and conclusions of the research have implications for critical conceptualizations, and engagement with, the curriculum, pedagogy, educational policy, institutional culture, epistemology, leadership, and lived experiences within the education realm in relation to democracy.

Le projet de recherche Démocratie, alphabétisation politique et éducation transformatoire (DAPET) s'inscrit dans le cadre plus large du projet international Global Doing Democracy Research Project (GDDRP). Cet article présente les résultats d'un volet du projet DAPET mené au Québec auprès de futurs-es enseignants-es. La problématique présente les enjeux du « déficit de démocratie » en éducation formelle, tels qu'ils sont décrits dans des études menées aux échelles locale, nationale et internationale. Les concepts clés de la recherche sont analysés en tenant compte de leur ancrage dans un cadre théorique sociocritique qui vise la transformation des réalités sociales et l'émancipation des personnes. Le but de cette étude est de comprendre les perceptions et expériences de futurs-es enseignants-es en ce qui concerne les liens entre l'éducation et la démocratie. Selon une méthodologie qualitative, plus de 400 étudiants-es de programmes de formation à l'enseignement, primaire et secondaire, d'une université francophone montréalaise, ont répondu en 2008 et 2014 à un questionnaire en ligne portant sur les relations entre l'éducation et la démocratie. Les principaux résultats montrent en général : une perception normative de la démocratie ; une confirmation du déficit de démocratie en éducation formelle ; une expérience mince de la démocratie durant leur parcours scolaire et universitaire; une dissociation de l'éducation et de la démocratie dans le rôle des enseignants-es. De plus, la comparaison des résultats des échantillons de 2008 et de 2014 suggère un effet possible de la grève étudiante devenu mouvement social, appelé « Printemps érable », qui eut lieu au Québec au printemps 2012. Utilisant une herméneutique critique, l'interprétation met en évidence l'importance d'une éducation pour la démocratie critique (éthique, participative et engagée), dans la formation initiale des enseignants-es, pour mieux combattre le « déficit de démocratie » mais surtout pour mieux enraciner la démocratie dans l'éducation formelle des jeunes. Abstract : The Democracy, Political Literacy and Transformative Education (DPLTE) research project is part of a larger international project entitled Global Doing Democracy Research Project (GDDRP). This article presents the findings from a specific DPLTE project related to future teachers. The problematic presents the concerns related to a " democratic deficit " in formal education as identified in local, national and international studies. Key concepts of the research are analyzed taking into consideration the centrality of socio-critical research that aims to transform social injustice realities and the emancipation of marginalized persons. The goal of this component of the research is to understand the perceptions and experiences of future teachers in relation to the linkages between education and democracy. A qualitative methodological approach was employed, involving some 400 primary and secondary teacher-education students at a francophone university in Montreal in 2008 and 2014, responding to a questionnaire on-line that explored the relationships between education and democracy.
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: The Democracy, Political Literacy and Transformative Education (DPLTE) research
project is part of a larger international project entitled Global Doing Democracy Research Project (GDDRP). This article presents the findings from a specific DPLTE project related to future teachers. The problematic presents the concerns related to a “democratic deficit” in formal education as identified in local, national and international studies. Key concepts of the research are analyzed taking into consideration the centrality of socio-critical research that aims to transform social injustice realities and the emancipation of marginalized persons. The goal of this component of the research is to understand the perceptions and experiences of future teachers in relation to the linkages between education and democracy. A qualitative methodological approach was employed, involving some 400 primary and secondary teacher education students at a francophone university in Montreal in 2008 and 2014, responding to a questionnaire on-line that explored the relationships between education and democracy. The main findings present reveal, in general: the normative perception of democracy; confirmation of the democratic deficit in formal education; a thin experience in primary, secondary and postsecondary education; a dissociation between education and democracy in relation to teacher roles. In addition, the comparison between findings in the 2008 and 2014 samples suggests the potential effect of the student strike that became a social movement named “Printemps érable” (“Maple Spring”) that took place in Québec in 2012. Employing a hermeneutic critic, our interpretation underscores the importance of a critical education for democracy (ethical, participatory and engaged) in teacher education in order to better combat the “democratic deficit” and especially to better cultivate democracy in formal education for youth.

To date, there is a dearth of research exploring values education as a tool for social change and a practice for active citizenship in the Philippines in which children are supported to apply and take moral responsibility for their own actions and opinions.  In the literature, the conceptualization of values education, moral education and character education are used interchangeably. The process of integrating values education into the formal education programs has not been thoroughly explored, especially in the K to 12 curriculum that has been implemented in the Philippines since the year 2013. In this context, educational institutions and teachers play a key role in values formation for the development of the human person committed to build a humane society and a democratic nation. This study used non-empirical content analysis by analyzing how the current values education curriculum is used as a tool for social change, it also explores the possible approaches for schools and educational institutions in promoting values formation among students.  By understanding the need for values education, this paper discusses the role of values education, its goals, objectives, and how it promotes active citizenship among the learners.

We are interested in the transformative potentials of intersubjectivity as it is enacted through second-person contemplative approaches. Our work here focuses on contemplative practice as a pedagogy that reveals and enacts intersubjectivity within postsecondary education. How might contemplative higher education practice as a pedagogy enable students to access these underlying intersubjective dimensions, thus creating conditions for a shift in the forms of transformative learning that affect the nature of the learner’s consciousness as well as their overall journey of transformation through the course of their studies? We review the theoretical and research literature on postsecondary contemplative education, particularly in its intersubjective dimensions, and then offer data from a qualitative study involving students enrolled in a graduate program in contemplative inquiry that offers evidence of the transformative potentials of these intersubjective, contemplative approaches to le...

This paper argues for the thesis that epiphanies are a central means for transformative moral and intellectual growth. Drawing on recent work on this concept in moral education, the paper develops a conception of epiphany as a genre of transformative experience with three distinct phenomenological dimensions: a disruption of our everyday activity, a realization of an ethical good or value, and an aspiration to integrate this value more fully into our lives. After presenting this conception of epiphany, the paper turns to some of its educational implications. We argue that transformative educational aims are best advanced when an ethos of epiphany is created in the classroom.

This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

Abstract: The study aims to clarify how transformative education teaching and learning ideas have been incorporated into sustainable development-focused education in Bhutan. Sustainable development is included in various ways in the Educating for Gross National Happiness Training Manual (GNH TM) developed by the Ministry of Education of Bhutan in 2013. GNH-focused education aims at developing students’ respect and critical thinking for the well-being of human beings and the environment. The article provides an overview of 26 selected articles published in
peer-reviewed scientific journals from 1991–2021. Altogether, 12 sustainable development-focused
transformative education articles were analyzed in detail using qualitative content analysis. The
results of the study show that transformative education is reflected in many ways in the teaching goals,
objectives, contents, and methods introduced in the GNH TM units. Consequently, transformative
education and teaching have become part of teaching in Bhutan’s schools, with an emphasis on sustainable development and protection of the environment. However, for a sustainable future, active student-centered teaching and learning methods should be used in a more diverse way.