Australian Journal of Adult Learning - Volume 56 - Number 2 - Transformative learning challenges in a context of trauma and fear: an educator’s story

Oct 15, 2026

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The article investigates transformative learning theory through a case study of an adult education project in rural KwaZulu-Natal, South Africa, focusing on critiques of the theory and on attempts to foster transformative learning in oppressive settings shaped by trauma and fear. Using an educator’s life and pedagogical experiences, it examines how fear constrains educators’ frames of reference and limits possible levels of transformation. The study emphasizes situated accounts to refine understandings of adult learning encounters.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Introduction

Transformative learning theory

Case study: HRDD project and context

Educator experiences and critical reflection

Implications for transformative learning in oppressive contexts

Australian Journal of Adult Learning Volume 56, Number 2, July 2016 Transformative learning challenges in a context of trauma and fear: an educator’s story Vaughn M. John University of KwaZulu-Natal After more than three decades of development, transformative learning theory is currently a major theory of adult learning. It has also attracted substantial critique, leading to further development, application and differentiation. Recent contributions to this vast scholarship show a quest for a more unified theory. This article examines transformative learning theory via a case study of an adult education project in rural KwaZulu-Natal, South Africa. Drawing on life and pedagogical experiences of an educator, it focusses on aspects of the theory subjected to critique and raises questions about attempts to foster transformative learning in oppressive contexts involving trauma and fear. The article calls for greater attention to the life and experiences of the educator in the learning process while responding to calls for theoretical examination in more diverse contexts. It thus illustrates how more varied, situated accounts of transformative learning attempts may challenge and improve our understandings of adult learning encounters. Transformative learning challenges in a context of trauma and fear: an educator’s story 269 Keywords: Transformative learning theory, educator life experiences, adult education, KwaZulu-Natal. Introduction Transformative learning theory, first articulated by the American adult education theorist Jack Mezirow in 1978, has received substantial attention from both practitioners and researchers in adult education. A series of influential studies by Taylor (1997, 2001, 2007, 2008) typifies and elaborates the interest in transformative learning theory from a research perspective. The recent article by Christie, Carey, Robertson and Grainger (2015), in this journal, reviewed some of this literature and highlighted key aspects of critique of the theory. Their interest of forging tighter links between the theory and practice, as displayed in the work of Cranton (1994; 1996) and Apte (2009), is also at the heart of this article. Today, transformative learning theory rests on over three decades of development and scholarship in adult education, and stands as a major theory of adult learning with considerable support in the empirical literature ([Christie et. al](Christie et. al), 2015; Taylor & Snyder, 2012; Apte, 2009; Taylor, 1997, 2007). The theory has also attracted much critique (Newman, 2014, Taylor, 2007; Inglis, 1997; Newman, 1994) some of which has evoked responses from Mezirow himself (Mezirow,1997; Mezirow, 1998) . Recent development of this vast scholarship shows a quest for a more unified theory (Cranton and Taylor, 2012) . While substantial, most of this literature has emerged from Western contexts, prompting calls for explorations ofthe theory in more diverse contexts (Taylor, 1997; Nsteane, 2011; Ntseane, 2012) . This article responds to such calls by exploring the challenges of attempting transformative learning in an oppressive South African context marked by fear and trauma. This article examines transformative learning theory in the light of findings from a case study of the Human Rights, Democracy and Development (HRDD) project, an adult education project in rural KwaZulu-Natal, South Africa. This province has a deep and painful history of political violence and civil war. The trauma and fear from such experiences continue to strongly frame learners’ and educators’ 270 Vaughn M. John classroom interactions. Drawing on life and pedagogical experiences of an educator (called Cosmos) in the HRDD project, the article focusses on aspects of the theory which have been the subject of critique and raises questions about attempts to foster transformative learning in a context of trauma and fear. In particular, it draws attention to the manner in which such contexts shape th

FAQs

What is the central focus of the article’s case study?

It examines transformative learning theory using a case study of the Human Rights, Democracy and Development (HRDD) project in rural KwaZulu-Natal, focusing on critiques of the theory and on learning in contexts marked by trauma and fear.

How does trauma and fear affect transformative learning according to the article?

The article argues that fear and trauma shape educators’ frames of reference and constrain their ability to examine meaning perspectives, thereby limiting the levels of transformation possible.

Why does the article emphasize the educator’s life experiences?

It calls for greater attention to educators’ life and experiences during the learning process, using situated accounts to challenge and improve understandings of adult learning encounters.

Oct 15, 2026

Uploaded by McGucket