Transformative and emancipatory challenges for facilitators of adult learning : a learning journey

[摘要] ENGLISH ABSTRACT:Exploring emancipatory and transformative paradigms towards lifelonglearning in the new millenium confront facilitators of adult learning to reflectcritically on their own paradigms and practices of learning. Transformativelearning occurs in this process of revision and reflection and when it leads totransformed meaning perspectives or change, emancipatory learning takesplace. This implies that the process of critical reflection can be seen as a keyto adult learning.Out of this background the broad question arises of how facilitators of adultlearning can be prompted to engage in reflection on their own learningjourneys to playa role in uplifting the status of adult learning and to becomelifelong learners themselves. This study, in the form of a personal learningjourney, in the short term addresses this question by focusing on three levelsnamely:~ Exploring more relevant and alternative research approaches to thefield of adult learning~ Exploring adult learning theory in a dialogical and reflective manner~ Developing integrated and holistic models for adult learning andlifelong learning in a constructivist and reflective manner.In the long term the learning journey aims to effect a framework for thenarratives of other facilitators of adult learning in constructing meaning-makingin their processes of transformative and emancipatory learning.A constructivist, biographical and dialogical approach is followed to engagereflectively with my inquiry and aiming at creating emancipatory and transformative challenges for facilitators of adult learning. It invites facilitatorsto respond in a critical, dialogical and reflective manner to their changingenvironments and practices. Adult learning theory is explored in a dialogicalmanner and an integrated and holistic model for adult learning is developed.My learning journey thus challenges other facilitators of adult learning toprovide leadership in their practice by developing the ability to reflect criticallyresulting in alternative ways of engaging with the challenges facing us towardsa learning millenium.

[发布机构] Stellenbosch University