Transformative Learning in Fijian Primary Schools: A Case Study of Australian University Students' International Experiences. (October 2022)

• Record Type: Journal Article
• Authors: Chandra, Vinesh; Lassig, Carly; Tangen, Donna
• Is Part Of: Journal of transformative education. Volume 20:Number 4(2022)
• Page Start: 344
• Page End: 360
• Publication Date: 2022-10
• Subjects: transformative learning -- experiential learning -- dissonance -- international service-learning; 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: 10.1177/15413446211051094
• Languages: English
• ISSNs: 1541-3446

Abstract

Service-learning is used by universities to promote community engagement thatbenefits both the students and the recipient community; however, evidence largely demonstrates only the shortterm effects of such experiences. This paper presents ananalysis of the transformational learning of a group of Australian students who travelled to Fiji in an organised service-learing project. Using Kiely's model oftransformational learning, this case study describes the dissonance felt by a sub-groupof three (n = 3) students, from a cohort of thirteen (n = 13), who subsequently used this transformational learning to make major changes in their career and life goals. Rather than being adversely affected by the dissonance they experienced, these students used this learning as an opportunity for personal and professional growth. These findings support the notion that service-learning has the potential to provide students with challenging, life-changing opportunities that can have long-lasting effects.