Transformative Learning by Josephine Rios

 Fully formatted PDF: EDAC634- Transformative Learning.pdf

 Download EDAC634- Transformative Learning.pdf

Creating Change by Understanding Microaggressions and Racism at WIU

 Objectives

1. Acquire a deeper understanding of the extent and consequences of racism at Western Illinois University
2. Recognize and understand concepts of microaggressions and racism.
3. Identify actions that promote a more inclusive and accepting environment at Western Illinois University.

Main Rationale

 The following course is structured through Jack’s Mezirow’s theory of transformative learning. The goal of transformative learning is to shift personal assumptions to encourage behavioral change. Mezirow’s approach centers around four main components: experience, critical reflection, reflective discourse, and action. To initiate transformative learning, students encounter a contradicting experience that disturbs their long-held beliefs or assumptions. This experience acts as a “trigger”, causing the individual to search for plausible explanations (Chang, 2017). Thisexperience induces cognitive dissonance, whereby an individual critically reflects on their own beliefs, values, and priorities. They seek to understand where their old perspectives come from and why they held those beliefs. Critical reflection can include inferences, generalizations, evaluations, analogies, and discussions (Mezirow, 1990, p. 6, as cited in Chang, 2017). Then, reflective discourse allows them to find “a common understanding and assessment of the justification of an interpretation or belief” (Mezirow, 2001, p. 10). This process allows individuals to accept the change in perspective. The individual then integrates their new perspective into their future actions.

Design

Module 1: Experience    1.     Play student-made documentary “#BlackAtWIU”.  #BlackAtWIU Documentary

 Links to an external site. 

 

2.     Lecture: What are microaggressions?

 

What Are Microaggressions

 Links to an external site.

 

Examples of racial microaggressions:

Examples

Links to an external site.

Module Rationale   1.     Documentary introduces personal stories and statistics relating to racism on Western Illinois University’s campus. This experience will disturb the students’ beliefs on the prevalence of racism on WIU’s campus. 2.     Students will gain an understanding of how microaggressions affect individuals. This new information/experience will cause students to question their own words and behavior.

Module 2: Critical Reflection    1.     Provide students the following reflective writing prompts and encourage them to write freely, as their responses remain anonymous.   Reflective Questions

Links to an external site.	Module Rationale    1.     This writing exercise allows students to individually, critically reflect on their long-held beliefs and values regarding racism and microaggressions. These questions allow students to determine where their values come from, why they hold these values, and what disturbs them about their values.
Module 3: Reflective Discourse    1.     Divide students into small groups of four to five. Ask students to take turns sharing their thoughts and emotional responses to the documentary, lecture, and reflective questions. 2.     Instruct each group to create a concept map, brainstorming and organizing new information they learned through each activity.(Very good! Bo)	Module Rationale    1.     These peer discussions allow students to talk through their newfound perspectives and promote acceptance of these new ideas. Open dialogue encourages further reflection. 2.     Creating a concept map will solidify new information into the minds of the students.
Module 4: Action    1.     In the same groups, instruct students to add solutions to their concept map. Encourage brainstorming of new policies, exercises, or personal growth activities to promote their newfound perspective on WIU’s campus.	Module Rationale    1.     Students will take these ideas and implement them into their university community.

 

References 

Chang, Bo. (2017). Transformative learning: Reader’s guide. International Journal of Adult Vocational Education and Technology, 8(1), 16-22. 

 

Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformation theory. In J. Mezirow (Ed.) & Associates, Learning as Transformation (pp. 3- 34). San Francisco: Jossey-Bass.

The University of Edinburgh. (2021). What are ‘microaggressions’?. Equality, Diversity & Inclusion.

Wing, Capodilupo, Torino, Bucceri, Holder, Nadal, Esquilin (2007). Racial Microaggressions in Everyday Life: Implications for Clinical Practice. American Psychologist, 62, 4, 271-286