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dc.contributor.authorNtseane, P.G.
dc.date.accessioned2013-02-07T07:00:32Z
dc.date.available2013-02-07T07:00:32Z
dc.date.issued2011-11
dc.identifier.citationNtseane, P.G. (2011) Culturally sensetive transformational learning: incorporating the Afrocentric paradigm and African feminism, Adult Education Quarterly, Vol. 61, No. 4, pp. 307-323.en_US
dc.identifier.issn0741-7136
dc.identifier.urihttp://hdl.handle.net/10311/1117
dc.description.abstractInformed by the Afrocentric learning paradigm, this conceptual piece argues that Mezirow’s version of the theory of transformative learning is useful, but it would be more so if applied to be culturally sensitive. Using Botswana cultural learning values as an example, the article demonstrates how the theory can be made culturally sensitive to an African learning context. African values identified to inform a collective process of transformational learning are that (a) there is no absolute knowledge because of the communal involvement in knowledge construction and knowledge acquisition, (b) spiritual obligation that is influenced by the metaphysical world means that the knowledge context is complex, (c) knowledge is communal because social change depends on collective responsibility, and (d) gender roles/expectations are critical for processing knowledge. In conclusion, the article argues that the continued marginalization of diverse cultural contexts denies new insight into the positive development of a useful critical theory such as transformational learning.en_US
dc.language.isoenen_US
dc.publisherAEQ, http://aeq.sagepub.comen_US
dc.subjectCulturally sensetiveen_US
dc.subjectVoiceen_US
dc.subjectCollective transformationen_US
dc.subjectUbuntu/humanness in humanityen_US
dc.titleCulturally sensetive transformational learning: incorporating the Afrocentric paradigm and African feminismen_US
dc.typePublished Articleen_US
dc.linkhttp://aeq.sagepub.com/content/61/4/307en_US


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