Hostname: page-component-78c5997874-xbtfd Total loading time: 0 Render date: 2024-11-13T04:45:40.325Z Has data issue: false hasContentIssue false
  • English
  • Français

Exploring Transformative Learning at the Cultural Interface: Insights From Successful Aboriginal University Students

Published online by Cambridge University Press:  07 September 2018

Braden Hill ,
Grantley Winmar  and
Jenna Woods
Braden Hill*
Affiliation:
Kulbardi Aboriginal Centre, Murdoch University, Murdoch, Western Australia 6150, Australia
Grantley Winmar
Affiliation:
Kulbardi Aboriginal Centre, Murdoch University, Murdoch, Western Australia 6150, Australia
Jenna Woods
Affiliation:
Kulbardi Aboriginal Centre, Murdoch University, Murdoch, Western Australia 6150, Australia
*
address for correspondence: Braden Hill, Kulbardi Aboriginal Centre, Murdoch University, Murdoch, Western Australia 6150, Australia. Email: braden.hill@murdoch.edu.au
Get access

Abstract

Transformative learning theory articulates a process whereby students experience a change in perspectives that expands and transforms their worldview. Despite being well established and regarded within the literature relating to adult and continuing education, Mezirow's (1978) seminal education theory remains largely absent in the research relating to Indigenous higher education. This study explores the transformative impact of university learning on the student journeys of three Aboriginal graduates from a Western Australian university. Applying a collaborative auto-ethnographic approach, each author-participant's personal narrative of their student experience was exposed to comparative, thematic and critical analysis. It was found that each author had faced similar cognitive and emotional challenges at university. Significantly, it emerged that university had changed the author-participants’ identities in ways that aligned with Mezirow's transformative learning construct. The narrative data also revealed elements that appeared related to the students’ negotiation of Nakata's cultural interface. A dominant theme in the data referred to the relationships formed during university, as being integral to transformation. Furthermore, family was understood to have a paradoxical influence on their educational journey. The insights garnered from this study prompt further consideration as to how transformative learning theory might be mobilised at the cultural interface.

Keywords

transformative learningIndigenoushigher educationsuccesscultural interface
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 49 , Issue 1 , August 2020 , pp. 2 - 13
Copyright
Copyright © The Author(s) 2018

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Asmar, C., Page, S., & Radloff, A. (2015). Exploring anomalies in Indigenous student engagement: Findings from a national Australian survey of undergraduates. Higher Education Research & Development, 34(1), 15–29. doi: 10.1080/07294360.2014.934334CrossRefGoogle Scholar
Barney, K. (2013). ‘Taking your mob with you’: Giving voice to the experiences of Indigenous Australian postgraduate students. Higher Education Research and Development, 32(4), 515–528. doi: 10.1080/07294360.2012.696186CrossRefGoogle Scholar
Barney, K. (2016). Listening to and learning from the experiences of Aboriginal and Torres Strait Islander students to facilitate success. Student Success, 7(1), 1–11. doi: 10.5204/ssj.v7i1.317CrossRefGoogle Scholar
Baumgartner, L.M. (2001). An update on transformational learning. In Merriam, S.B. (Ed.), New directions for adult and continuing education (pp. 15–24). San Francisco: Jossey-Bass.Google Scholar
Baumgartner, L.M. (2002) Living and learning with HIV/AIDS: Transformational tales continued. Adult Education Quarterly, 53, 44–70.10.1177/074171302237203CrossRefGoogle Scholar
Bell, H. L., Gibson, H. J., Tarrant, M. A., Perry III, L. G., & Stoner, L. (2016). Transformational learning through study abroad: US students’ reflections on learning about sustainability in the South Pacific. Leisure Studies, 35(4), 389–405.CrossRefGoogle Scholar
Bennett, R., Hobson, J., Jones, A., Martin-Lynch, P., Scutt, C., Strehlow, K., & Veitch, S. (2016) Being chimaera: A monstrous identity for SoTL academics. Higher Education Research & Development, 35(2), 217–228. doi: 10.1080/07294360.2015.1087473CrossRefGoogle Scholar
Benson, R., Heageny, M., Hewitt, L., Crosling, G., & Devos, A. (2014). Diversity and achievement: Is success in higher education a transformative experience?. Australian Journal of Adult Learning, 54(2), 8–31.Google Scholar
Bingham, J., Adolpho, Q.B., Jackson, A., & Alexitch, L.R. (2014). Indigenous women college students' perspectives on college, work, and family. Journal of College Student Development, 55(6), 615–632.10.1353/csd.2014.0055CrossRefGoogle Scholar
Bridwell, S.D. (2013). A constructive-developmental perspective on the transformative learning of adults marginalized by race, class, and gender. Adult Education Quarterly, 63(2), 127–146.10.1177/0741713612447854CrossRefGoogle Scholar
Bullen, J., & Roberts, L. (2018). Driving transformative learning within Australian indigenous studies. The Australian Journal of Indigenous Education, 1–12. doi:10.1017/jie.2017.40Google Scholar
Cameron, S., & Robinson, K. (2014). The experiences of Indigenous Australian psychologists at university. Australian Psychologist, 49(1), 54–62. doi: 10.1111/ap.12036CrossRefGoogle Scholar
Carter, T.J. (2002) The importance of talk to midcareer women's development: A collaborative inquiry. The Journal of Business Communication, 39, 55–91.CrossRefGoogle Scholar
Chang, H., Ngunkiri, F.W., & Hernandez, K.C. (2013). Collaborative autoethnography. Walnut Creek, CA: Left Coast Press.Google Scholar
Choi, S., Slaubaugh, M., & Kim, A. (2012). International exchange as a transformative learning experience: A case study. International Journal of Educational Reform, 21(3), 160–172.10.1177/105678791202100301CrossRefGoogle Scholar
Collins, J., & Geste, A. (2016). The transformative effect of study abroad: Australian teaching experience on US pre-service teacher identity formation. International Education Journal: Comparative Perspectives, 15(2), 13–22.Google Scholar
Cooley, L. (2007). Transformational learning and third-wave feminism as potential outcomes of participation in women's enclaves. Journal of Transformative Education, 5(4), 304–316. doi: 10.1177/1541344607310573CrossRefGoogle Scholar
Cranton, P. (2005). Transformative learning. In English, L. (Ed.), International encyclopedia of adult education (pp. 630–637). London: Palgrave Macmillan.Google Scholar
Cranton, P. (2006). Fostering authentic relationships in the transformative classroom. New Directions for Adult and Continuing Education, 2006(109), 5–13.CrossRefGoogle Scholar
Cranton, P., & Carusetta, E. (2004). Perspective on authenticity in teaching. Adult Education Quarterly, 55(1), 5–22. doi: 10.1177/0741713604268894CrossRefGoogle Scholar
Day, D., & Nolde, R. (2009). Arresting the decline in Australian indigenous representation at university: Student experience as a guide. Equal Opportunities International, 28(2), 135–161. doi: 10.1108/02610150910937899CrossRefGoogle Scholar
Dirkx, J.M. (2012). Self-formation and transformative learning: A response to “Calling transformative learning into question: Some mutinous thoughts,” by Michael Newman. Adult Education Quarterly, 62(4), 399–405.10.1177/0741713612456420CrossRefGoogle Scholar
Dirkx, J.M. (2006). Engaging emotions in adult learning: A Jungian perspective on emotion and transformative learning. New Directions for Adult and Continuing Education, 109, 15–26.10.1002/ace.204CrossRefGoogle Scholar
Dudgeon, P. & Oxenham, D. (1989). The complexity of aboriginal diversity: Identity and kindredness. Black Voices, 5(1), 22–38.Google Scholar
Eisen, M.J. (2001). Peer-based professional development viewed through the lens of transformative learning. Holistic Nursing Practice, 16, 30–4210.1097/00004650-200110000-00008CrossRefGoogle ScholarPubMed
Ellis, C., Adams, T., & Bochner, A. (2011). Autoethnography: An overview. Historical Social Research/Historische Sozialforschung, 36(4) (138ds), 273–290. Retrieved from http://www.jstor.org/stable/23032294.Google Scholar
Gallop, C.J., & Bastien, N. (2016). Supporting success: Aboriginal students in higher education. Canadian Journal of Higher Education, 46(2), 206–224.Google Scholar
Garbati, J.F., & Rothschild, N. (2016, March). Lasting impact of study abroad experiences: A collaborative autoethnography. In Forum qualitative sozialforschung/forum: Qualitative social research (vol. 17, no. 2). doi: 10.17169/-17.2.2387Google Scholar
Geist-Martin, P., Gates, L., Wiering, L., Kirby, E., Houston, R., Lilly, A., & Moreno, J. (2010). Exemplifying collaborative autoethnographic practice via shared stories of mothering. Journal of Research Practice, 6(1), Article M8. Retrieved from http://jrp.icaap.org/index.php/jrp/article/view/209/187.Google Scholar
Gordon, G. (2006). Transforming thinking amongst British African Caribbeans as an academically based community service contribution. Journal of Transformative Education, 4(3). doi: 10.1177/1541344606290369CrossRefGoogle Scholar
Hall, L. (2015). What are the key ingredients for an effective and successful tertiary enabling program for aboriginal and torres strait islander students? An evaluation of the evolution of one program. Australian Journal of Adult Learning, 52(2), 244–267.Google Scholar
Hall, L., Maughan, C., Wilkes, M., Thorpe, T., Forrest, J., & Harrison, A. (2015). Swimming not drowning — resilience as a key determinant of success for Aboriginal and Torres strait islander pre-tertiary students. Journal for Multicultural Education, 9(3), 159– 173.10.1108/JME-12-2014-0045CrossRefGoogle Scholar
Herbert, J. (2006). Owning the discourse: Seizing the power! Paper presented at the Australian Association for Research in Education (AARE) 2005, Parramatta, NSW.Google Scholar
Holt, N.L. (2003). Representation, legitimation, and autoethnography: An autoethnographic writing story. International Journal of Qualitative Methods, 2(1), Article 2. Retrieved June 15, 2017 from http://www.ualberta.ca/~iiqm/backissues/2_1final/html/holt.html.10.1177/160940690300200102CrossRefGoogle Scholar
Houston, J. (2007). Indigenous autoethnography: Formulating our knowledge, our way. Australian Journal of Indigenous Education, 36, 45–50.10.1017/S1326011100004695CrossRefGoogle Scholar
Howie, P., & Bagnall, R. (2013). A beautiful metaphor: Transformative learning theory. International Journal of Lifelong Education, 32(6), 816–836. doi: 10.1080/02601370.2013.817486CrossRefGoogle Scholar
Illeris, K. (2014). Transformative learning in higher education. Journal of Transformative Learning, 3(1), 45–51. Retrieved from jotl.uco.edu/index.php/jotl/article/download/50/48.Google Scholar
James, P. (2002). Discourses and practices of competency-based training: Implications for worker and practitioner identities. International Journal of Lifelong Education, 21(4), 369–391.CrossRefGoogle Scholar
Jeyaraj, J.J., & Harland, T. (2014). Transforming teaching and learning in ELT through critical pedagogy: An international study. Journal of Transformative Education, 12(4), 343–355. doi: 10.1177/1541344614550042CrossRefGoogle Scholar
Kegan, R. (2000). What “form” transforms?: A constructive-developmental approach to transformative learning. In Mezirow, J. & Associates (Ed.), Learning as transformation (pp. 3–34). San Francisco: Jossey-Bass.Google Scholar
Kinnane, S., Wilks, J, Wilson, K., Hughes, T., & Thomas, S. (2014). Can't be what you can't see: The transition of Aboriginal and Torres Strait Islander students into higher education: Final report 2014. Broome, WA: University of Notre Dame Australia.Google Scholar
Kitchenham, A. (2008). The evolution of John Mezirow's transformative tearning theory. Journal of Transformative Education, 6(2), 104–123. doi: 10.1177/154134460883222678CrossRefGoogle Scholar
Lahn, J. (2013). ‘Aboriginal Professionals: Work, Class and Culture' (Working Paper 89, Centre for Aboriginal Economic Policy Research)Google Scholar
Langton, M. (2012). ‘Indigenous exceptionalism’, Speech presented at Melbourne Writers Festival, 26 August 2012, accessed 20/8/2017.Google Scholar
Lapadat, J.C. (2017). Ethics in autoethnography and collaborative autoethnography. Qualitative Inquiry, 23(8), 589–603. doi: 10.1177/1077800417704462CrossRefGoogle Scholar
Lyon, C.R. (2001). Hear our stories: Relationships and transformations of women educators who worked overseas. Studies in the Education of Adults, 33, 118–126.10.1080/02660830.2001.11661447CrossRefGoogle Scholar
Madsen, S.R. (2009). Transformational learning experiences of female UAE college students. Education, Business and Society: Contemporary Middle Eastern Issues, 2(1), 20–31. doi: 10.1108/17537980910938451CrossRefGoogle Scholar
Mälkki, K. (2010). Building on Mezirow's theory of transformative learning: Theorizing the challenges to reflection. Journal of Transformative Education, 8(1), 42–62. doi: 10.1177/1541344611403315CrossRefGoogle Scholar
McMurchy-Pilkington, C. (2013). ‘We are family’: Māori success in foundation programmes. Higher Education Research and Development, 32(3), 436–449. doi: 10.1080/07294360.2011.643294CrossRefGoogle Scholar
Mejiuni, O. (2009). Potential for transformative mentoring relationships among women in academia in Nigeria. Paper presented at the Eighth International Transformative Learning Conference. College of Bermuda.Google Scholar
Merriam, S.B., & Ntseane, G. (2008). Transformational learning: How culture shapes the process. Adult Education Quarterly, 58(3), 183–197 doi: 10.1177/0741713608314087CrossRefGoogle Scholar
Mezirow, J. (1978). Education for perspective transformation: Women's re-entry programs in community colleges. New York: Center for Adult Education, Teachers College, Columbia University.Google Scholar
Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.Google Scholar
Mezirow, J. (1994). Understanding transformation theory. Adult Education Quarterly, 44(4), 222–232.10.1177/074171369404400403CrossRefGoogle Scholar
Mezirow, J. (1995). Transformation theory of adult learning. In Welton, M.R. (Ed.), In defense of the life-world (pp. 39–70). New York: State University of New York Press.Google Scholar
Mezirow, J. (1996). Contemporary paradigms of learning. Adult Education Quarterly, 46(3), 158–172.10.1177/074171369604600303CrossRefGoogle Scholar
Mezirow, J. (1997). Transformative learning theory. In Mezirow, E.W.T.J. & Associates, (Ed.), Transformative learning in practice: Insights from community, workplace, and higher education (pp. 18–32). San Francisco: Jossey-Bass.Google Scholar
Mezirow, J. (2000) Learning to think like an adult. Core concepts of transformation theory. In Mezirow, J. & Associates, (Eds.), Learning as transformation. Critical perspectives on a theory in progress (pp. 3–33). San Francisco: Jossey-Bass.Google Scholar
Mezirow, J. (2009). Transformative learning theory. In Mezirow, E.W.T.J., & (Ed.), Transformative learning in practice: Insights from community, workplace, and higher education (pp. 18–32). San Francisco: Jossey-Bass.Google Scholar
Morrice, L. (2013). Learning and refugees: Recognizing the darker side of transformative learning. Adult Education Quarterly, 63(3), 251–271.CrossRefGoogle Scholar
Nakata, M. (2002). Indigenous knowledge and the cultural interface: Underlying issues at the intersection of knowledge and information systems. International Federation of Library Associations Journal, 28(5/6), 281– 291.Google Scholar
Nakata, M. (2007a). The cultural interface. The Australian Journal of Indigenous Education, 36, 7–1410.1017/S1326011100004646CrossRefGoogle Scholar
Nakata, M. (2007b). Disciplining the savages, savaging the disciplines. Canberra: Aboriginal Studies Press.Google Scholar
Nakata, M. (2013). The rights and blights of the politics in Indigenous higher education. Anthropological Forum, 23(3), 289–303. doi: 10.1080/00664677.2013.803457CrossRefGoogle Scholar
Nakata, M., Nakata, V., & Chin, M. (2008). Approaches to the academic preparation and support of Australian indigenous students for tertiary studies. Australian Journal of Indigenous Education, 37, 137–145.10.1375/S1326011100000478CrossRefGoogle Scholar
Newman, M. (2012). Calling transformative learning into questions: some mutinous thoughts. Adult Education Quarterly, 62(1), 36–55.CrossRefGoogle Scholar
Paradies, Y. (2006). Beyond black and white: Essentialism, hybridity and Indigeneity. Journal of Sociology, 42(4), 355–367.CrossRefGoogle Scholar
Pearson, N. (2007). Through the class ceiling, The Weekend Australian, 4–5 August 2007, accessed 15/6/2017.Google Scholar
Pechenkina, E. (2015). Who needs support? Perceptions of institutional support by Indigenous Australian students at an Australian university UNESCO Observatory Multi-Disciplinary Journal in the Arts, 4(1), 1–17.Google Scholar
Pidgeon, M., Archibald, J., & Hawkey, C. (2014). Relationships matter: Supporting aboriginal graduate students in British Columbia, Canada. The Canadian Journal of Higher Education, 44(1), 1–21.Google Scholar
Powell, B., & Lawley, M. (2008). Australian Indigenous students tertiary education choices: Exploring the decision to enter higher education and choice of university. Journal of the Australian and New Zealand Student Services Association, 31, 23–41.Google Scholar
Rochecouste, J., Oliver, R., & Bennell, D. (2014). Is there cultural safety in Australian universities?. International Journal of Higher Education, 3(2), 153–166. doi: 10.5430/ijhe.v3n2p153CrossRefGoogle Scholar
Scoffham, S., & Barnes, J. (2009). Transformational experiences and deep learning: The impact of an intercultural study visit to India on UK initial teacher education students. Journal of Education for Teaching, 35(3), 257–270.10.1080/02607470903091294CrossRefGoogle Scholar
Shah, M., & Widden, J. (2010). Indigenous students’ voices: Monitoring indigenous student satisfaction and retention in a large Australian university. Journal of Institutional Research, 15(1), 28–41.Google Scholar
Taylor, E.W. (1998) Transformative learning: A critical review. ERIC Clearinghouse on Adult, Career, and Vocational Education (Information Series No. 374).Google Scholar
Taylor, E.W. (2007). An update of transformative learning theory: A critical review of the empirical research (1999–2005). International Journal of Lifelong Education, 26(2), 173–191.10.1080/02601370701219475CrossRefGoogle Scholar
Trotter, J., Brogatzki, L., Duggan, L., Foster, E., & Levie, J. (2006). Revealing disagreement and discomfort through auto-ethnography and personal narrative: Sexuality in social work education and practice. Qualitative Social Work, 5, 369–388. doi: 10.1177/1473325006067366CrossRefGoogle Scholar
Trudgett, M. (2014). Supervision provided to Indigenous Australian doctoral students: A black and white issue. Higher Education Research & Development, 33(5), 1035–1048. doi: 10.1080/07294360.2014.890576.CrossRefGoogle Scholar
West, R., Usher, K., Foster, K., & Stewart, L. (2014). Academic staff perceptions of factors underlying program completion by Australian Indigenous nursing students. The Qualitative Report, 19(12), 1–19.Google Scholar
White, N. (2009). University-educated Indigenous women: Their struggles and triumphs in their leadership journeys. In Frawley, J., Nolan, M. & White, N. (Ed.), Indigenous issues in Australian universities (pp. 95–105). Darwin: Charles Darwin University Press.Google Scholar