This chapter uses the classroom experiences of two black women professors as a lens to examine how transformational theory affects learning and teaching. It also explores the ways in which dimensions of power have an impact on student-teacher interactions.

This chapter addresses ethical issues that can arise for an educator who ascribes to and practices from the theoretical perspective of transformative learning.

In summarizing the shared themes of the authors of the previous chapters, this chapter explores the role of the transformative educator, the transformative classroom environment, the transformative text, and the student when teaching for change.

Uses concepts of creativity, transformative learning, imagination, and dialog to explore hidden patterns affecting the inability to write. Describes the use of reflection and imagery to make meaning of experience and unblock writing processes. (SK)

Cooperative learning emphasizes task over process and the educator is in control. Collaborative learners work together to construct understanding, and the educator establishes an environment for shared exploration. Transformative group learning involves critical reflection, facilitated by the educator, for individual or social change. (SK)

For most reentry women students, development entails a shift from identifying themselves in terms of their psychological surroundings to authoring and authorizing their own identity. Reentry women need both self-direction and supports that promote development. (SK)