Abstracts Category : Other

Adolescents' Self-Described Transformations and TheirAlignment with Transformative Learning Theory

by Katie Titus Larson

This phenomenological, collaborative inquiry exploredthe depth of two adolescent girls lived experiences during theirhigh school years and the degree to which their self-describedtransformative incidents aligned with transformative learningtheory. Traditionally this theory has been reserved for adults, yetthe current paradigm may have overlooked the capabilities of modernadolescents to not only experience, but to describe and interprettransformative learning in ways both similar to and unique fromadults. My two 19-year-old co-researchers and I examined four yearsof their self-identified transformative incidents by breaking theminto components, analyzing the language within, and seekingevidence of critical self-reflection throughout; and then comparedthe extent to which the incidents aligned with the frameworks ofadult transformative learning theory. Findings indicate that theco-researchers did experience transformative learning as defined byseveral theorists and exhibited both adult-like capabilities of:critical self-reflection, rational discourse, and reflectiveaction; and adolescent-like aspects of: the development ofidentity, self-authorship, and empathy. This study challengescurrent assumptions in the theory and adds to the holism of thefield. This Dissertation is available in Open Access at AURA:Antioch University Repository and Archive, http://aura.antioch.eduand OhioLink ETD Center, http://www.ohiolink.edu/etdAdvisors/Committee Members: Wergin, Jon (Committee Chair).