ABSTRACT
Transformative learning is a compelling approach to learning that is becoming increasingly popular in a diverse range of educational settings and encounters. This book reconceptualises transformative learning through an investigation of the learning process and outcomes of International Service-Learning (ISL), a pedagogical approach that blends student learning with community engagement overseas and the development of a more just society. Drawing upon key philosophers and theorists, Bamber offers an integrated, multi-dimensional approach, linking transformative learning to the development of the authentic self, and analysing the aesthetic, moral and relational dimensions of ISL in an increasingly globalized world. Chapters explore rich empirical data to provide a timely framework and ethical ecology of transformative learning, detailing the challenges facing the approach, and how it can be embedded at the levels of practice, institutional ethos and partnership.
Transformative Learning through International Service-Learning will appeal to academics, researchers, teachers, instructors and leaders in the fields of service-learning, international education, character education and in adult learning and education. It will also be of interest to practitioners working in international education, development education, volunteering, service-learning and community engagement.
TABLE OF CONTENTS
chapter |12 pages
Introduction
part |52 pages
Transformative learning
chapter |15 pages
Towards an integrative model of transformative learning
chapter |23 pages
The knowing, being and doing of transformation
chapter |13 pages
The centrality of authenticity to transformative learning
part |38 pages
International Service-Learning
chapter |19 pages
Key concepts and practices in International Service-Learning
part |76 pages
Transformative learning as the process of becoming authentic
part |30 pages
Realising an ethical ecology of transformative learning