Porter, M. K., Fahrenwald, C., Eschenbacher, S., & Donald, B. (2015). Facilitating transformative learning in educational organizations through service-learning: A cross-cultural approach.
In A. Nicolaides, & D. Holt (Eds.), Spaces of transformation and transformations of space: Proceedings of the XI International Transformative Learning Conference. (pp. 58-69). New York: Teachers College, Columbia University. Retrieved from https://drive.google.com/file/d/0By1yh67DPBk-YnBtcDJaSEJYeUU/view?pli=1
Abstract: In this international collaboration we present elements of
embodiment and narrative as they contribute to transformative learning theory.
Our aim is to share best practices that make implicit knowing more explicit, are
emotionally responsive, and support organizational change that leads to full
engagement. We investigate what this looks like in service-learning settings that
cross borders of both time and space between universities, schools, communities,
and cultures. We interrogate the key concept of border crossing, Entgrenzung, as
it impacts efforts to design, evaluate, and theorize about transformative learning
in service-learning practice. Diversity, mobility, and inclusion provide new
challenges and opportunities for both individuals and organizations to grow in
their capacity for civic engagement, for perspective shift, for effective and
multimodal reflective discourse, and for linking intent to action in a global
village on the move. More