ABSTRACT
The purpose of this chapter is to explore the key issues in transformative learning theory, practice, and research through the lens of the current strands of post-feminist thinking (Wilkes, 2015). Attention is increasingly being paid to the gendered dimensions of transformative learning. In line with this trend, this contribution offers a review of the extant literature. It analyses the connections between the origins of transformative learning and the feminist movement, extends feminist perspectives on critical reflection processes and gender-affected meaning schemes transformation, and makes suggestions for methodological practice.
