ABSTRACT
Educators, and others with an educational dimension to their work, are frequently engaged in promoting learning for personal change. Sometimes this is made explicit – for example, in programmes which aim to improve self-esteem or self-concept, or which help people discover their ‘authentic’ self. Sometimes it is more implicit – for example, in programmes which address significant social issues such as gender stereotyping, racial discrimination, migration, domestic violence, environmental concerns and perhaps health issues: the idea being that personal change is inextricably linked to broader social change.
