ERIC Number: EJ1246773
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1927-6117
EISSN: N/A
Learning to Be: Emerging Discourse in Awakening Transformation in Education
Tse, Vanessa V.; Monk, David F.
in education, v21 n1 p99-114 Spr 2015
This paper explores the disconnection between knowledge of social and environmental injustices and actions to right them. Through our discussion, we consider possible reasons for this disconnection, whether a lack of knowledge, personal accountability and responsibility, or a fear of being swallowed up in the depths of the suffering in the world. We then critically reflect on our role and the role of education to broach this gap. We adopt O'Sullivan's (2002) transformative learning theory as a guide and suggest that disruptive dialogues, like the one that has guided this paper, can challenge habits of mind, shift perspectives, and lead to action for a better, more equitable world. Ultimately, we conclude that such conversations are organic and ever changing and are integral to education.
Descriptors: Knowledge Level, Social Justice, Social Bias, Accountability, Social Responsibility, Social Problems, Educational Change, Transformative Learning, Poetry, Role of Education
University of Regina, Faculty of Education. Education Building, 3737 Wascana Parkway, Regina, SK S4S 0A2. e-mail: editor@ineducation.ca; Web site: https://ineducation.ca/ineducation
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A