Beyond personal transformation: Engaging students as agents for social change.

Abstract

Although Transformative Learning Theory (TLT) has been around for more than 40 years, few studies empirically engage critical theoretical frameworks to move beyond personal learning to identify the impacts of transformation on society. The purpose of this article is to discuss academic literature that expands TLT in the direction of societal transformation rather than merely personal change. Moreover, this article appeals for empirical studies that inform TLT through various socially constructed variables of race, class, (trans)gender, (a)sexuality, (dis)ability, and culture. The author titles this post-modern, intersectional approach critical social transformative learning theory.