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Understanding and Promoting Transformative Learning
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About the Author

Patricia Cranton is currently affiliated with the University of New Brunswick in Canada and Teachers College, Columbia University in the United States. She has held positions at McGill University, Brock University, University of New Brunswick, St. Francis Xavier University, and Penn State University. Patricia has been teaching courses in transformative learning for 20 years, and has written or edited several books, including The Handbook of Transformative Learning: Theory, Research and Practice (co-edited with Ed Taylor, 2012). In 2014, she was inducted into the International Hall of Fame for Adult and Continuing Education.

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"Understanding and Promoting Transformative Learning is particularly valuable for helping educators see their role in the learning process. The methodology described throughout the book leads to self-reflection, critical reflection, and thinking about how one's teaching may fit into contemporary contexts. Furthermore, it converts the process of reflection into active participation in society. Additionally, the book discusses empowerment and the importance of dialogue to this process. This book is valuable in its demonstration of how dialogue is critical to transformative learning and can help the reader see how this affects student self-awareness and consciousness."-- (02/01/2017)
"Patricia Cranton's third edition of Understanding and Promoting Transformative Learning: A Guide to Theory and Practice highlights new directions in her use of these concepts and her recent empirical work. The author's expertise comes from over two decades of working on theoretical and practical aspects of transformative learning theory in adult learning environments (e.g., university classrooms and professional development workshops). Her approach to sharing this scholarship highlights not only student learners' experiences, but positions practitioners as transformative learners as well. Cranton's work in this area not only encourages self-reflection, but also calls attention to emancipatory learning practices. It highlights awareness regarding power dynamics to create a more liberating adult learning environment. Understanding and Promoting Transformative Learning is useful for educators in higher education, professional development, and other adult education settings. At the same time, the author includes a variety of new directions to push seasoned practitioners to continue their own transformative learning journeys."-- (05/03/2017)

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