ABSTRACT
In transformative learning and emancipatory education, we recognize and work with discrepancies and unquestioned assumptions in the way we see the world. This can be a liberating and joyous process, but it can also have a dark side. We can grieve the loss of assumptions or beliefs that have long informed our lives. Family life and friendships can be disrupted. Individuals can feel isolated from their community. Daloz (2000) reminded us of the importance of a
climate of safety in which people feel free to speak their truth, where blaming and judging are minimal, where full participation is encouraged, where a premium is placed on mutual understanding, but also where evidence and arguments may be assessed objectively and assumptions surfaced openly. (p. 114)
In discussing transformative learning for the common good, Daloz emphasized the need to seek out supportive communities.