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Keywords

transformative learning, prison education, transformative experience, meaning schemes, power, trust, student resistance, pushback, empowerment.

Abstract

This article does three things. First, it asks a new question about transformative education, namely ‘what is the role of power and trust in the decision of whether to transform one’s meaning scheme in the face of new information or whether to simply reject the new information?’ Secondly, it develops a five-stage model which elaborates on the role of this decision in transformative learning.[1] Finally, it uses grounded-theory and the five-stage model to argue that power and trust play an important role in facilitating transformative learning.

[1] This account should be thought of as complementary to (not exclusionary of) Mezirow’s account.

Author Bio

Fran Fairbairn is a Visiting Assistant Professor at Colgate University. She received her Ph.D. from Cornell University in 2019 and has specializations in Philosophy of Science, Metaphysics, and Epistemology.

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