0.5 Mirci, p., & Hensley, p. (april 2011). transformational adult  (Page 8/9)

These findings suggest that courses be based on a problem-posing model of education to promote the conditions for transformative learning. If this is done, students could develop deeper competence and confidence as scholar practitioners. Courses can be taught in this manner if the goal is deep learning enabling students to create accurate understandings that can be applied with practicality everyday in educational settings. Faculty may benefit from meeting and discussing social justice theories and ways to create conditions for transformative learning.

As students increased proficiency in social justice discourse, they perceived that some faculty members did not seem to be opposed to all forms of marginalization (i.e. racism, classism, sexism, heterosexism, ableism, sizeism, ageism, and religious intolerance). Donna expressed this in the following statement, “You could tell which professors were the authentic social justice advocates because they clearly opposed all forms of oppression.” Marjorie articulated a shared perception, “Some professors were role models because they had engaged in transformative learning and struggled with their previous beliefs like we were doing.”

Obstacles to transformative learning

The doctoral program is a cohort model usually involving 20 students. The participants in this study came from the first two cohorts. Obstacles to transformative learning for the first two student cohorts occurred as a few students imposed their rigid beliefs on others. Whenever theories and other forms of injustice surfaced other than racism and classism, these individuals seemed to use aggression or distraction to divert discussions. Mark stated, “Their need to be right about their existing stereotypes and prejudices was greater than their willingness to consider divergent perspectives.” An indicator of these obstacles included the following. Marie reported,

A few people came into the program determined to end one form of oppression. While many of us may have had a focus or interest we were still open to expanding our understandings. However, their continued exclusionary stance led me to question whether they were committed to social justice. I think if we want social justice, it has to be for all people; otherwise, it’s not justice.

Cecilia concluded ,

Some people held strong religious beliefs that Jewish or gay and lesbian students were neither favored by God nor destined for salvation. This was frustrating because others of us were learning that social justice inevitably includes examining, questioning, and challenging certain tenets or norms within the multiple institutions with which we are affiliated.

Molly indicated,

I was told by a classmate that when an issue arose that he disagreed with, he stopped listening and ignored it by distracting himself until something surfaced that he agreed with. He avoided questioning his beliefs, didn’t come to class prepared, and just seemed to want a doctoral degree without any real commitment to social justice.