Authors
Fran Fairbairn
Colgate University
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. Finally, it uses grounded-theory and the five-stage model to argue that power and trust play an important role in facilitating transformative learning.
Keywords transformative learning  prison education  transformative experience  meaning schemes  meaning perspectives
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