Teachers as Agents of Societal Change
Languages of publication
This article discusses theoretical and practical aspects of transformative learning that can become a way for adults to critically evaluate and essentially comprehend themselves and their input in education, whose goal is to create action towards a sustainable society. The review of contemporary literature focuses on sustainability as a holistic concept linked to the idea of vision as significant in engendering alternative transformative power. The framework of a sustainable development has a potential to stimulate teachers' engagement with educational and societal processes with respect to the future development of a society within an ethical framework around values of democracy and active societal engagement. The aim of the research presented here is to explore the effect of critical transformative learning process for revitalizing adults' societal action brought about by engagement with in-service course for adults, aiming to gradually assist adults helping them to become creative producers of self and agents of transformations in education.
- Alvesson, M. (1996) Communication, Power and Organization. Berlin: Walter de Gruyter.
- Berger, T. & Luckmann, T. (1966) The Social Construction of Reality: A Treatise in the Sociology of Knowledge. New York: Doubleday.
- Boyd, R.D. & Myers, J.G. (1988) Transformative Education. International Journal of Lifelong Education, 7(4), 261-284.
- Cintora, A. (1999) Civic society and attitudes: The virtues of Character. ANNALS, AAPSS, 142-163.
- Clark, T. (2002) Beyond Post-Communist Studies. Political Science and the New Democracies of Europe. Armonk, NY: M.E. Sharpe.
- Cranton, P. (1994) Understanding and Promoting Transformative Learning. SanFrancisco: Jossey Bass.
- Elbaz, F. (1991) Teacher Thinking: A Study of Practical Knowledge. London: Croom Helm.
- Freire, P. (1986) Pedagogy of Oppressed. New York: Continuum (Original work published in 1968).
- Giroux, H. & Aronowitz, S. (1985) Education Under Siege. South Hadley, MA, Bergin and Garvey.
- Gunson, D. & Collins, C. (1997) From the I to the We: Discourse ethics, identity, and the pragmatics of partnership in the West of Scotland. Communication Theory, 7(4), 277-299.
- Heidegger, M. (1998) Plato's teaching on truth, in McNeill, W. (ed.) Patharks. Cambridge: Cambridge University Press, 167.
- Habermas, J. (1971) Knowledge and Human Interest. Boston: Beacon.
- Israel, J. (1971) Alienation: From Marx to Modern Sociology. Boston: Allyn & Bacon.
- Langsdorf, L. (1997) Refusing individuality: How human beings are made into subjects. Communication Theory, 7(4), 321-325.[Crossref]
- Latvia Human Development Report (LHDR) (2001) Riga: UNESCO.
- MacIntyre, A. (1981) After Virtue. A Study in Moral Theory. London: Duckworth.
- Merkel, W. (1998) The consolidation of post-autocratic democracies: A multi-level analysis. Democratization, 5(3), 33-67.[Crossref]
- Mezirow, J. (1991) Transformative Dimensions of Adult Learning. SanFrancisco: Jossey-Bass.
- Sakwa, R. (1999) Postcomunism. Bucingham, UK: Open University Press.
- Salīte, I. (2006) Aim of education in the context of present and future educational issues: Perspective of teachers, in Pipere, A. (ed.) Education and Sustainable Development: First Steps Towards Changes, volume 1. Daugavpils: Saule, 390-411.
- Schon, D. (1983) The Reflective Practitioner. New York: Basic Books.
- Taylor, E.W. (1998) The theory and practice of transformative learning: A critical review, in Information Series, 374. Columbus: Center on Education and Training for Employment, College of Education, The Ohio State University.
- Palmer, P.J. (1998) The Courage to Teach. SanFrancisco: Jossey-Bass Publishers.
- Thompson, I. (2001) Heidegger on ontological education, or: How we become what we are. Inquiry, 44, 243-268.
Publication order reference