Connecting transculturalism with transformative learning: Toward a new horizon of adult education | Culture and communication in digital worlds

Author(s):

Year of publication: 2018

Keywords: Transculturalism, Transformative learning, Cultural diversity, Socio-cultural adaptation, Global citizenship

Methodology/Sample: _/_

Reference: Jurkova, S., & Guo, S. (2018). Connecting transculturalism with transformative learning: Toward a new horizon of adult education. Alberta Journal of Educational Research, 64(2), 173-187. https://doi.org/10.11575/ajer.v64i2.56383

Abstract

The impact of transnational migration with activities across transnational borders has reconfigured multiple social and public identities calling for shifting to transculturalism as a theoretical framework in understanding the changing nature of adult education. Transculturalism becomes a mode of being and learning where humans interact with each other in a culturally diverse environment. Integrating different identities and connecting the global with the local, transculturalism is a learning commitment that facilitates socio-cultural adaptation and interaction in a dynamic society recognizing different worldviews. This paper offers a theoretical approach toward transculturalism as transformative learning with a focus on discussions of cultural concepts and connections with perspective transformation. The common ground between transculturalism and transformative learning is the idea of continuum, and interconnection of knowledge, skills and attitudes as an ongoing process of inquiry, thinking, reflecting, and acting. Connecting theories of transculturalism and transformative learning with our new reality of transnational mobility across the world opens new horizons for policies and practices in immigration and adult education.

> Summary

The paper proposes a transcultural model of transformative learning for enhancing interaction in diverse cultural environments.
It emphasizes the integration of multiple identities and global citizenship in education.
The model encourages moving beyond traditional classrooms to engage in real-world cultural interactions.
It highlights the importance of perspective transformation and socio-cultural adaptation in a dynamic society.
The transcultural approach fosters a continuous process of inquiry, reflection, and action in learning.

> Problem statement

The paper discusses the challenge of understanding culture through a holistic and transcultural lens, emphasizing interconnectedness and multiple identities.
It highlights the need for new research protocols to explore transnational migration’s impact on identity and culture.
The paper addresses the lack of recognition of transculturalism in adult education and its implications for learning.
It critiques the traditional view of migration as a linear process, advocating for a perspective that acknowledges circular and return migrations.
The problem of social and economic polarization in transcultural contexts is also noted, emphasizing the need for responsible global citizenship.

> Methods used

Not addressed in the paper.

> Practical implications

The paper proposes transculturalism as a framework for enhancing adult education practices in diverse cultural environments.
It emphasizes the need for educators to create collaborative learning spaces that promote inquiry and dialogue.
The integration of transculturalism can facilitate socio-cultural adaptation and interaction in a globalized society.
The findings suggest a shift towards policies that support transformative learning in the context of transnational migration.
The paper advocates for methodological pluralism to transform educational practices and assumptions.