Tracing the Link Between Transformative Education and Social Action Through Stories of Change. (October 2021)

• Record Type: Journal Article
• Authors: den Heyer, Molly; Smith, Eric; Irving, Catherine
• Other Names: Acheson Kris guest-editor.; Dirkx John M. guest-editor.
• Is Part Of: Journal of transformative education. Volume 19:Number 4(2021)
• Page Start: 421
• Page End: 432
• Publication Date: 2021-10
• Subjects: evaluation -- adult education -- transformative learning -- community development -- social action; Transformative learning -- Periodicals; Adult learning -- Periodicals; Adult education -- Periodicals; Adult education -- Philosophy -- Periodicals; Critical pedagogy -- Periodicals; Self-actualization (Psychology) -- Periodicals; Continuing education -- Periodicals; 374.001
• DOI: 10.1177/15413446211045165
• Languages: English
• ISSNs: 1541-3446

Abstract

The following article describes how one organization, the Coady International Institute, met multiple monitoring, evaluation, research, and learning objectives while still staying true to its roots in transformative adult education. The Learning from Stories of Change (LSC) methodology brought together stories-based techniques with aspects of the Most Significant Change and the SenseMaker frameworks. The combination of methods was designed to facilitate reflection and a degree of participatory analysis in an online environment that reached over 400 graduates in 64 countries. It produced a rich set of data that provided key insights into program design and confirmed the transformative adult education model—particularly, that increases in knowledge and skills must be accompanied by changes in attitudes and motivations in order to make the leap from concepts to practice. This leads to individual behavioral changes that will in turn initiate positive social change in communities around the world.