The And Contextual Realities Of Their Learners

881 Words Nov 14th, 2015 4 Pages
and contextual realities of their learners. It turns out that these factors are just as important for learners in the workplace as they are for learners in any other setting.
Meyer (2009) suggests that these sorts of approaches to education (and, particularly, the absence of a focus on meaning-making) are prevalent throughout organizational environments. She asks the central question of how transformative learning can take root there, arguing that few organizations envision themselves as primary learning environments, and that the various goals of corporations often mean they’re accountable to many stakeholders, negotiating competing interests (p. 43).
Many researchers questions the role of transformative learning, and why researchers would even attempt to overlay this framework in such a historically inhospitable environment. For her part, Meyer (2009) concludes that organizations may greatly benefit from the emancipatory benefits of transformative learning. In doing so, she writes that certain factors are important for paving the way for transformative learning, but that actualizing these concepts may be more difficult (p. 50):
Trust, safety, democracy, and mediation of power and authority are some of the most often cited characteristics of learning space that create room for transformation. These are supported by my own research and are based on my findings; I add relational learning and time to these dimensions. Although practitioners cannot ensure the realization of…

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