Abstract
Developing “a culture of transformative learning” is the first of seven strategic priorities of Macquarie University (2013, p. 12). Through PACE and other education programs the university has set out to “develop and lead teaching models that promote enquiry driven learning, and prepare students for productive professional and civic lives” (p. 12). This vision of learning and teaching has implications for: the way the university views itself, relationships between academics and students, and relationships between the university and surrounding community. In this chapter we explore transformative learning in PACE and consider theoretical perspectives on transformative learning, pedagogical approaches, teaching practices, possibilities, challenges and questions.
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Notes
- 1.
The authors have not used specific student stories or narratives in this chapter as evidence of transformative learning. Further research is needed on to establish a firm and empirical basis for such stories to determine whether they actually demonstrate transformation.
- 2.
In this chapter the term `transformative learning’ will be used.
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Acknowledgements
The authors would like to thank Maria Amigo, Leanne Cater and Kate Lloyd for generously contributing details of their teaching and curriculum design (Fig. 7.2).
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Winchester-Seeto, T., McLachlan, K., Rowe, A., Solomonides, I., Williamson, K. (2017). Transformational Learning – Possibilities, Theories, Questions and Challenges. In: Sachs, J., Clark, L. (eds) Learning Through Community Engagement. Springer, Singapore. https://doi.org/10.1007/978-981-10-0999-0_7
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