Article 1: A Transformative Learning Approach to Child Protection with Applied Social Studies
Undergraduates at a University in England
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This paper describes an instructional method for undergraduate students designed to address
implicit barriers, informed by Worldview concept (Kolto-Rivera, 2000), and guided by Mezirow’s
Transformational Learning theory (1979) to support a social justice approach to teaching child
protection.
English policy is clear that “safeguarding children and young people from harm is everybody’s
responsibility” (Department for Education, 2015, p. 5).
A literature search was conducted to identify papers concerned with teaching, training, and
pedagogy in the field of child protection and safeguarding within university contexts.
Theoretical framework
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“Transformational learning theory,” which informed the development of my pedagogical
approach, is then considered as a key method for teaching with the goals of social justice in
mind.
Social Justice and the Possibility of a Transformational Learning Approach
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Teaching child protection ultimately requires a “social justice” approach to education. The
purpose of a social justice approach to education is to support the full and equal participation of
all groups in society (Bell, 1997). This requires preparing and supporting students to critically
examine oppression at institutional, cultural, and individual levels in order to search for
opportunities for social change (Hackman, 2005). Students must first be able to critically reflect
on their own beliefs and values in order to transcend individual experience. This critical
reflection can be facilitated through classroom activities.
A transformational approach, on the other hand, “is the process of effecting change in a frame
of reference (Mezirow’s emphasis)” (Mezirow, 1997, p. 5). This frame of reference may suitably
be aligned to the notion of “worldview,” where the transformational approach addresses the
way a learner views the world in which they live.
Mezirow’s cognitive/rational approach to this form of transformational learning emphasizes
reflection upon previously held assumptions on the world and how it operates. Moreover,
Mezirow argues that a reflective discourse with others is required to assist in the transformative
process, reflecting “communicative learning” in contrast to “instrumental learning”
(Baumgartner et al., 2003, p. 24). Reflections on assumptions which are embedded in social
discourse thereby support the creation of new understandings.
References
Baumgartner, L. M. (2001) “An Update on Transformational Learning,” New directions for adult and
continuing education, 2001(89), p. 15. doi: 10.1002/ace.4.
Bell, L. A. (1997) “Theoretical foundations for social justice education,” in Adams, M., Bell, L. A., and
Griffin, P. (eds.) Teaching for Diversity and Social Justice. New York, NY: Routledge, pp. 3–15.
Department for Education (2015) Working Together to Safeguard Children: A guide to inter-agency
working to safeguard and promote the welfare of children. United Kingdom: HM Office.
Koltko-Rivera, M. E. (2004) “The psychology of worldviews,” Review of general psychology: journal of
Division 1, of the American Psychological Association, 8(1), pp. 3–58. doi: 10.1037/1089-2680.8.1.3.
Mezirow, J. (1997) “Transformative learning: Theory to practice,” New directions for adult and
continuing education, 1997(74), pp. 5–12. doi: 10.1002/ace.7401.