Education Commons^™

Ecological Art Exhibition As Transformative Pedagogy, Stacey Skold

College of Education and Human Sciences: Dissertations, Theses, and Student Research

Environmental degradation is considered one of the biggest issues facing humankind. The problem is deep and global with fast fashion playing a significant, yet underrealized role. Scholars have established that developing the sustainable behaviors necessary to mitigate the effects of environmental degradation is a complex process, that knowledge of environmental degradation alone is insufficient to develop sustainable behaviors, and that both attitudinal and behavioral transformations are necessary for global environmental action and stewardship. As a result, researchers have called for new approaches to environmental education to promote transformative learning.

Art experiences can function as a powerful tool in learning and …

Women Living History: An Exploration Of Transformational Learning In A Living History Group, Amanda Silva, Joseph Polizzi

Education Faculty Publications

Although transformational learning has been studied in numerous contexts (English and Peters, 2012; Foote, 2015; Mezirow, 1990; Mezirow, 1997; Nohl, 2015), one area worth further exploration is the activity of living history. Living history, as defined by Anderson (1982), is essentially the simulation of life in another time. The present study focuses on a group of women in a small living history organization and how their participation in this group has changed them. Participant observation and interviews were used to determine what the women gain from their participation and to uncover some of the reasons they continue with the group. …

A Pedagogy Of Hope: Levers Of Change In Transformative Place-Based Learning Systems, Michelle G. Heaton

Antioch University Full-Text Dissertations & Theses

In response to mounting wicked environmental problems and an outdated U.S. educational system, this dissertation investigates transformative place-based education as an adaptive boundary system that connects individual learning to positive social-ecological change. The research approaches learning through a systems lens through a novel framework of Social-ecological Systems, Place-based Education, and Transformative Learning Theories. A three-part mixed methods approach, including content analysis of the literature, phenomenological interviews with experts in place-based education, and fuzzy-logic cognitive mapping with educators at three schools practicing the principles of place-based education, is used to examine transformative place-based education from the perspectives of current U.S. place-based …