Connected Art Practice: Transformative Learning Environments for Transdisciplinary Competences

This paper asserts problematic frames of reference among community members and the breakdown in community wide dialogue as key contributing factors towards the slow pace in rural development and social change. The frames of reference are considered problematic partly because they influence community members to view development programmes negatively. It is argued that transformative learning through dialogue enhances sustainable social change. The praxis for facilitating community wide transformational learning was explored using a mixed methods research methodology with the Mhakwe Comprehensive Community Initiative in Zimbabwe as a case study. Qualitative data were collected from action research, focus group discussions and key informant interviews. Quantitative data were collected using a structured questionnaire following a multi stage stratified sampling procedure (n=65). Based on the findings, key enablers for transformative learning include: addressing community polarity; creating communicative space; refining Frames of Reference; and developing dialogue infrastructure. Transformative learning was found to be enhanced through creating positive energy and leveraging indigenous knowledge. The study concludes that development institutions need to embrace transformative learning as a strategy for sustainable social change.

This research examines the case of a service-learning project embedded within a CBPR-based Native American tribal nation and research university collaboration in the US. Transformative learning (TL) served as the theoretical framework by which we, the multidisciplinary research team, came to appreciate the significance of the tribal nation’s lived history and deep sense of cultural loss, as well as the social impact of the service-learning project. To date, the majority of research on transformative learning has focused on the individual. This research builds on the work of a growing cadre of TL theorists who consider the role of the collective in transformation. This is especially salient for community-focused research efforts that incorporate service-learning. In this case, we treat consciousness raising, observed through documents, direct observation and participant observation, as evidence of collective transformation. 
 
 Results indicate that the service-learning project served as a catalyst for tribal nation higher education students and tribal leaders to collectively engage in critical reflection. In doing so, both groups came to develop new, emergent views of tribal membership. Students, in particular, emerged with transformed world views and deepened cultural connections, while tribal leaders came to appreciate service-learning relative to tribal needs. We thus assert that service-learning can be a culturally appropriate, sustainable educational mechanism that has application across a wide range of Indigenous
 communities, thereby highlighting the instrumentality of this case. 
 
 The research also indicates how higher education institutions and fellow researchers oriented to CBPR may render more successful their future collaboration practices with historically marginalised communities. We advocate that service-learning be directed by the tribal nation or community in question. As such, the community’s lived experience and world view becomes the focal point of the partnership, thereby making it culturally relevant and broadening the views of other stakeholders.

This paper presents findings from a research study exploring the effectiveness of three environmental education programs. The first was an interpretive program where visitors learned to safely interact with and ‘pet’ bees (control group), the second was the same interpretive program with the addition of post-visit action resources (interactive treatment group), and the third was a contributory citizen science bee box building project (citizen science treatment group). Using personal meaning maps, interviews, and participatory observations we explored learning outcomes in relation to Transformative Learning Theory. This study found that the interpretive program facilitated a more complex learning experience across all transformative learning domains. The participants who engaged in a contributory citizen science bee box project demonstrated a narrower, albeit more focused learning experience where their knowledge increased specifically in relation to understanding the issues native bees face and actions related to native bee conservation. These findings have important implications for experiential learning where action outcomes and transformative learning are interrelated goals.

<p>Early childhood parenting in a family is a process fraught with problems and transformative states. One of the cases is ‘anak karbitan’ (adultish child) as a result of parents’ ambition which is prevalent in urban areas, while in rural areas many parents do a variety of mistakes in parenting. It is caused by a lack of parental understanding on the parenting ideal knowledge. This study aims at finding the transformative learning process that occurs in the early childhood parenting in a family environment. The researcher employs a qualitative approach with a case study design. The informants of this study were parents who had children aged 0-6 years. The processes of data collection involved in-depth interviews, group discussions, participatory observation, and documentation. The researcher used the interactive analysis models to analyze the data. The results showed that parents did not realize that the learning experience they had, give transformative impact on their parenting style their children in their family environments. The problems faced by the parents in early childhood parenting were those dealing with: (1) with the unique character of the child, (2) the habituation of a child, (3) training the children’s independence, discipline, and responsibilities, (4).the child’s social interaction, (5) training their children’s confidence, (6) sex education of early childhood. The actions that the parents did to solve their problem were giving rewards, advice, warnings, and punishment, and neglecting their children. Transformative impacts that occurred on the parents were internal and external impacts.</p><p><strong> </strong></p><p><strong>Keywords: </strong><em>transformative learning, early childhood, parenting, parents<strong></strong></em></p>

Background This paper addresses the need for critical reflection on how art therapists position themselves and represent their work in the context of diverse frameworks for understanding young people’s adverse life experiences, particularly in relation to the prevalence of trauma discourses. Aims The study examined how art therapists have represented in the literature their practice and research with young people (12-18 years old) experiencing adversity, from 2000 to 2019. Methods Employing Critical Interpretive Synthesis (Dixon-Woods et al., 2006), 26 theoretically-sampled articles were systematically reviewed through an interpretive, inductive and recursive process. Results Art therapists commonly use trauma as a lens to conceptualise young people’s diverse adverse life experiences, with variations based on their theoretical and philosophical orientations. These variations influence how they perceive young people’s needs and art therapy aims. The study also highlights varying levels of creativity and self-agency that young people express in art therapy, emphasising the importance of art therapists’ flexible and tailored approaches. Conclusions The importance of art therapists’ critical awareness when framing and working with young people’s complex life experiences and presentations to avoid stigmatisation and disempowerment is underscored. Implications for practice/policy/future research The study suggests that art therapists’ critical awareness that can enable collaborative practice and researchwith young people with adverse life experiences. It encourages more research into and cultivating art therapists’ conscious awareness of their choice of theoretical alignment and its implications. Additionally, it encourages future research to understand young people’s own conceptualisations of their lived experiences and their perspectives on the ongoing relevance and meaning of art therapy. Plain-language summary This study sought to present the key findings of a critical review of art therapy literature. The main focus of the review was to examine how art therapists represented their work and if there were dominant understandings of trauma influencing art therapists. Using a Critical Interpretive Synthesis method developed by Dixon-Woods et al. (2006), 26 peer-reviewed journal articles published between 2000-2019 were selected based on their relevance to this study. The selected articles described art therapy practice and research with young people (12-18 years old) who had various adverse life experiences. These articles were thoroughly reviewed and analysed through a cyclic process of re-examination and interpretation. Findings indicated that while young people’s diverse adverse life experiences were often labelled as trauma, art therapists’ conceptualisations of trauma varied depending on their theoretical and philosophical orientations. Intriguingly, how art therapists perceived the meaning of adverse life experiences influenced how they formulated young people’s needs and the aims of art therapy. Findings also highlighted young people’s creativity and expression of self-agency in their art therapy programmes and the importance of art therapists’ flexible and tailored approaches. Overall, this study highlights the importance of art therapists’ critical awareness when framing and working with young people’s complex life experiences and presentations to avoid stigmatisation and disempowerment. It recommends further exploring and cultivating art therapists’ conscious awareness of what theoretical concepts they align with and the implications of their choice. Additionally, future art therapy practice and research should actively explore the perspectives of young people with adverse life experiences to inform the ongoing relevance and meaning of art therapy.

Using the frameworks of transformational learning and situated learning theory, we developed a technology-enhanced professionalism curricular model to build a learning community aimed at promoting residents' self-reflection and self-awareness. The RAPR model had 4 components: (1) Recognize: elicit awareness; (2) Appreciate: question assumptions and take multiple perspectives; (3) Practice: try new/changed perspectives; and (4) Reflect: articulate implications of transformed views on future actions. The authors explored the acceptability and practicality of the RAPR model in teaching professionalism in a residency setting, including how residents and faculty perceive the model, how well residents carry out the curricular activities, and whether these activities support transformational learning. A convenience sample of 52 postgraduate years 1 through 3 internal medicine residents participated in the 10-hour curriculum over 4 weeks. A constructivist approach guided the thematic analysis of residents' written reflections, which were a required curricular task. A total of 94% (49 of 52) of residents participated in 2 implementation periods (January and March 2015). Findings suggested that RAPR has the potential to foster professionalism transformation in 3 domains: (1) attitudinal, with participants reporting they viewed professionalism in a more positive light and felt more empathetic toward patients; (2) behavioral, with residents indicating their ability to listen to patients increased; and (3) cognitive, with residents indicating the discussions improved their ability to reflect, and this helped them create meaning from experiences. Our findings suggest that RAPR offers an acceptable and practical strategy to teach professionalism to residents.

This research aimed to investigate the role of English Club toward successful students. This was qualitative research in the form of a case study. It took place at an Islamic Senior High School in Sungai Penuh, Jambi Province, Indonesia. It involved 4 participants: 1 teacher and 3 students. It employed an interview, observation checklist, and audiovisual recording. The findings of this research revealed that: first, the students did not maximize their chances to speak English. It was caused by the function of English Club itself which was a preparation to face debate and speech competition. However, the students got their self-confidence and speaking skills: vocabulary and fluency. Second, the teacher applied a student-centered approach. In content selection, she selected content related to national values, students’ experiences, and appropriate to the level of learning. But, she ignored local values. In teaching, she used six strategies: setting goals, providing tasks that stimulate thinking, giving responsibility, working in a group, managing time in flexible ways, and refined understanding by using critical thinking. In helping to speak English, she polished and corrected students’ language. Further, she applied peer learning. Third, the learning environments in English Club were good enough. But, cultivating responsibility in the learner was not catered. Based on the findings, it can be concluded that the role of English Club was preparation to face competitions however it also improved the students’ speaking skills which increased their vocabulary, self-confidence, and fluency.

The Diverse Learning Environments (DLE) project was designed to contribute much needed knowledge about factors that impact the graduation and retention rates of African Americans and other diverse student populations in higher education. Funded by the Ford Foundation, the DLE explored how campus climate, campus policies, curricular and co-curricular environments, interplay and impact student outcomes. African Americans were the only group in the study to identify stereotypes and stereotype threat as the biggest barriers to their academic success. This article highlights the challenges African Americans face related to stereotypes and stereotype threat, and contends that interventions designed to improve the achievement and degree attainment of the group must focus on eliminating the power of stereotypes in college environments.Keywords: stereotypes, stereotype threat, degree progressRetaining and graduating students from four-year degree programs is a challenge many postsecondary institutions face nationwide. For years, researchers and practitioners have strived to uncover what factors contribute to students choosing to remain or depart from a college or university. Although the literature offers many insights as to what factors impede the degreecompletion of undergraduates, there has been very little change in the number of students that earned college degrees over the last 70-plus years (Adelman, 2004; Barton, 2002). This fact is evidence that much more research must be done to highlight what institutions can do to support students and increase their chances of graduating.African Americans in particular have one of the lowest retention and degree completion rates nationwide with only 42% earning their bachelor's degree within six years. The national average is 57 percent (U.S. Department of Education, 2009; Note: Data are from the 2001 cohort and includes all first-time, full-time, degree seeking students at all four-year institutions). The Diverse Learning Environments (DLE) project was designed to contribute much needed knowledge about factors that impact the trajectories of African Americans and other diverse student populations. Funded by the Ford Foundation and housed at the UCLA Higher Education Research Institute, the DLE specifically sought to comprehend how multiple factors such as campus climate, campus policies, curricular and co-curricular environments, interplay and impact student outcomes (Hurtado et al., 2012). Seven twoand four-year institutions participated in the project. Surveys were administered and focus groups were conducted at each campus. The data collected revealed many important findings about student experiences as they relate to degree completion and retention.One intriguing result came from the student focus groups. Of all the students interviewed at four-year institutions, African Americans were the only group to report struggles with stereotypes. In fact, they explicitly cited stereotypes and stereotype threat as the biggest barriers to their academic success. This finding is significant as stereotype threat has been linked to lower academic achievement and degree incompletion (Fischer, 2010; Steele, 1992, 1997). This article highlights the challenges African Americans face with stereotypes and stereotype threat, and contends that interventions designed to improve the achievement and degree attainment of the group must focus on eliminating the power of stereotypes in college environments.BACKGROUND LITERATUREThe following section presents literature that illuminates the meaning of stereotypes and the theory of stereotype threat. Key research findings are also highlighted, which reveal the impact stereotype threat has on the academic achievement of African American undergraduates.Stereotypes and Stereotype ThreatStereotypes can be defined as gross generalizations applied to a group of people with some level of shared characteristics. Gordon Allport brilliantly defined stereotypes as an exaggerated belief associated with a category . …

The Health Equity Advancement Lab (HEAL) at the University of Iowa College of Public Health began in 2012 to support students, researchers, and community members interested in tackling persistent health inequities through a community-based participatory research (CBPR) approach. Using concepts from critical consciousness theory, we developed an approach to building students', faculty members', and community partners' capacity to engage in CBPR to promote health equity that involved immersion in developing CBPR projects. Our paper describes the evolution of HEAL as a facilitating structure that provides a support network and engages diverse stakeholders in critical reflection as they participate in research to advance health equity, and resulting political efficacy and social action. We describe one HEAL-affiliated research project that employs a CBPR approach and has a strong focus on providing transformative learning experiences for students, faculty, and community members. We highlight challenges, successes, and lessons learned in the application of critical consciousness as a framework that engages diverse academic and community partners seeking to promote health equity. We argue that critical consciousness is a relevant theoretical framework to promote transformative learning among students, faculty, and community partners to promote health equity research in diverse communities.

In the context of the Bologna Process European higher education institutions (HEIs) have started to engage in curricular and pedagogical renewal to increase not only the quantity but the quality of their graduates. A paradigm and culture shift from teacher-centred to student-centred learning and instruction is proposed among other measures in order for HEIs to successfully prepare their students for life and work in the knowledge society and economy of the 21st century. How can instructors design and bring to life student-centred learning environments (SCLEs) that provide students with opportunities for deep learning? In answering this research question, this EU-funded research project advances the understanding of theoretical concepts and practices within a theoretical framework of a situative constructivist perspective on knowing and learning. The findings further inform the development of a coherent instruction model for the design and enactment of SCLEs in higher education classrooms. The ethnographic case study research (empirical study) investigates three authentic university courses (seminars with 25 up to 38 students) for prospective educators enrolled in a 1-year Master’s programme at the Harvard Graduate School of Education, Cambridge, MA, USA. Exploring authentic classroom learning, teaching and interaction practices provides rare and detailed glimpses into student-centred classrooms in order to carve out and systematise characteristic course design elements, instructional strategies, and teaching and learning challenges these classrooms present for the instructors and/or the students. For data collection and analysis purposes several instruments are used to access rich empirical data that allow for thick descriptions and interpretations in the context of single and cross case analyses: participant observations, half-standardised student evaluation surveys, semi-structured instructor and student interviews and class videotapes. The qualitative coding process is informed by categories and codes iteratively developed based on theory and data. Event sampling, a constant-comparison approach and interaction analysis are used to identify underlying patterns and shared practices that emerge consistently in the naturalistic classrooms under study. The empirical case study findings produced the following core components of powerful SCLEs: (1) The learning environment embodies aligned curricular design elements and related quality features that allow the students to engage with relevant and challenging content (e.g., questions, tasks) and achieve high-level learning outcomes; (2) Students are positioned for active participation in knowledge construction and interactions – as accountable authors, active and vocal participants, and responsible co-designers; (3) Instructors apply adaptive instructional strategies to support students’ participatory processes of knowledge construction and to cultivate a productive and supportive classroom community of learners. The study also discusses challenges to the implementation of student-centred learning and instruction and draws implications for higher education classrooms and institutions to foster high-quality education and ultimately high-quality graduates.

This paper examines DisAbitanti, a participatory cultural initiative developed in Corigliano d’Otranto (Grecìa Salentina, Southern Italy) to explore how performative and community-based practices may contribute to sustainable and proximity tourism in small heritage towns. The study adopts an exploratory qualitative case study design, combining participatory action research and artistic research, drawing on participant observation, reflective field diaries, semi-structured interviews with local actors and participants, and analysis of project materials and relevant local planning documents. The analysis identifies a set of emerging patterns suggesting that the reactivation of abandoned or underused spaces through site-specific performances and collective storytelling is associated with forms of resident participation, reconfiguration of resident–visitor roles, and off-season cultural activation. These dynamics contribute to strengthening local identity and social cohesion, while highlighting the role of cultural practice in place-based governance processes. The analysis indicates that performative interventions can act as catalysts for the emergence of informal governance dynamics within the case study, connecting local associations, artists, residents, and cultural organizers. This claim is supported by empirically observed indications, including the number and diversity of actors involved and the emergence of new collaborative interactions. While the findings are not intended to be generalizable, they provide analytical insight into how performative practices may enable forms of place-based coordination around heritage use and spatial activation, linking heritage experience to habitability and spatial equity. The paper concludes that DisAbitanti offers a context-sensitive approach for translating sustainability principles—consistent with the UN 2030 Agenda—into situated tourism governance practices, with potential relevance for other small inner peripheral towns facing seasonality and spatial marginalization.

This paper investigates the mediating effect of transformative learning processes on the relationship between psychological safety and transformative learning outcomes among information technology firms in Beijing, China. With the rapid evolution of the technology industry, fostering a conducive learning environment becomes essential for employee development and organizational success. Drawing on a sample of information technology firms in Beijing, this study explores how psychological safety influences transformative learning outcomes, and whether transformative learning processes mediate this relationship. The research employs a structured questionnaire survey to collect data from employees, focusing on variables related to psychological safety, transformative learning processes, and transformative learning outcomes. Preliminary findings indicate a significant positive association between psychological safety and transformative learning outcomes. Moreover, transformative learning processes, including social support, attitude toward uncertainty, and criticality, demonstrate a mediating effect on this relationship. Specifically, employees who perceive higher levels of psychological safety are more likely to engage in transformative learning processes, leading to enhanced transformative learning outcomes. These results underscore the importance of promoting psychological safety and facilitating transformative learning processes within information technology firms. By fostering a supportive and inclusive work environment, organizations can empower employees to embrace change, cultivate innovative thinking, and ultimately drive organizational success in the dynamic technology landscape of Beijing, China.

This case study explores the transformative learning of pre-service teachers that occurred during a short-term study abroad trip to Ethiopia. During this study abroad trip, students participated in a variety of experiences that led to transformative learning. These included teaching lessons in primary classrooms with Ethiopian children, participating in cultural excursions, and engaging in critical reflection throughout the trip. Data sources for this case study include students’ blogs and journals, university faculty’s anecdotal notes, and a focus group with students a year after the trip. Findings from this study suggest students faced disorienting dilemmas, emotional disequilibrium, and exploration of new roles and situations that all led to transformative learning. This case study adds to the body of research supporting the benefits of short-term study abroad trips on students’ learning. Recommendations for study abroad organizers and faculty are provided.

Yunnan Province in Southwest China is home to a diverse array of ethnic communities, including the Yi, Hani, and Lahu, whose unique polyphonic folk songs represent an essential component of China’s intangible musical heritage. The objective is to understand the evolving identity and sustainability of Yunnan polyphonic folk songs in the context of modernisation, urban migration, and generational gaps. Field work was conducted in rural villages across Yunnan, with five informants representing different levels of engagement: two experienced cultural bearers, two local participants, and one younger individual familiar with music through digital media. Data were collected via semistructured interviews, audio‒visual recordings, participant observations, and the transcription of representative songs. Thematic analysis revealed three significant findings: the transmission crisis and cultural value, the structural characteristics and aesthetic identity, and the innovation and cross-disciplinary integration. This research highlights the resilience of these traditions and the growing role of interdisciplinary collaboration in cultural sustainability. Recommendations include developing community-focused music education, expanding digital access, and fostering cross-sector partnerships to support cultural continuity. This work contributes to broader efforts in heritage studies, ethnomusicology, and cultural policy.

Novel approaches in higher education are needed to reverse underrepresentation of racial/ethnic groups in science, technology, engineering, mathematics, and medicine (STEMM). Building on theoretical frameworks for practice in diverse learning environments, this study provides evidence for Inclusive Science as a conceptual model that reflects initiatives intended to diversify biomedical research training for undergraduates. Using multiple case study design and cross-case analysis, we analyzed data from 10 higher education sites that were awarded the Building Infrastructure Leading to Diversity (BUILD) grant funded by the National Institutes of Health (NIH). We identified the following dimensions of the Inclusive Science model: promoting participation of diverse researchers; introducing diversity innovations in science and research curriculum; improving campus climate for diversity; providing tangible institutional support; creating partnerships with diverse communities; and integrating students' social identities with science identity. We illustrate each dimension of the model with examples of campus practices across BUILD sites. While many may doubt that science can be responsive to diversity, the interventions developed by these campuses illustrate how colleges and universities can actively engage in culturally responsive practices in STEMM undergraduate training that integrate trainees' identities, knowledge of diverse communities, and create a greater awareness of the climate for diversity that affects student training and outcomes. Implications include culturally responsive strategies that many more higher education institutions can employ to support scientific career training for historically excluded groups.