Transformational Learning Experiences: Changing Relationships and Comfort Zones

The purpose of this study was to explore how social and familial relationships are challenged, altered, or sustained following a transformational learning experience. In particular, I explored how students in a university graduate education course that used a transformational approach, experienced changes. The course, Participatory Methodologies and Approaches to Research, Facilitation, and Community Engagement, was offered at the University of Regina in the Summer of 2015. The study focused on the ways three students, as study participants, navigated their way through new and existing social networks and how the transformational experience altered pre-conceived ideas and perceptions. The qualitative study used transformational learning theories. I conducted semi-structured interviews with two participants, who underwent a transformational learning experience as a result of taking the course and I used data from my own journals to reflect on the course. In the findings, I incorporate reflexive writing to illustrate my own transformational learning experience from previously taking the course. The study participants graduated with an undergraduate degree from the University of Regina, lived in the area, and are native English speakers. The participants were working on their Master’s degree in Adult Education; however, they were at different places in the program, and had different aspirations as to how they were going to use their degree and why they had joined the program. After transcribing the interviews, I used a thematic analysis to confirm the findings. Four themes surfaced, which were: 1) excitement for learning builds confidence to challenge relationships; 2) everyday social interactions and belonging; 3) stepping outside of comfort zones; and 4) challenging perspectives and avoiding confrontations. The participants noted there was a need to meet again as a group with the other adults from the course to discuss their experiences and reflections, as well as to have an opportunity to be able to interact in a dialogue they felt they were unable to have within their existing social and familial relationships and networks.

Name thesis:degree_name

Master of Adult Education (MAEd)

Level thesis:degree_level

Master's

Grantor dc:publisher

Faculty of Graduate Studies and Research, University of Regina

Year dc:date.issued

2019

Author dc:creator

• Ziegler, Kelly Christie

Advisor dc:contributor.advisor

• Hanson, Cindy

Committee members dc:contributor.committeemember

• Bockarie, Abu
• McNeil, Barbara

Language dc:language.iso

en

DOI

https://doi.org/10.82465/4574

OAI identifier oai:identifier

oai:uregina.scholaris.ca:10294/8828