Towards Transformative Learning: Bridging the Divide Between Theory and Practice in Secondary Education by Graeme Mitchell A Dissertation Submitted to the Faculty of Social and Applied Sciences in Partial Fulfilment of the Requirements for the Degree of DOCTOR OF SOCIAL SCIENCES Royal Roads University Victoria, British Columbia, Canada Supervisor: Dr. Richard Kool April, 2018 Graeme Mitchell, 2018 BRIDGING THE DIVIDE ii COMMITTEE APPROVAL The members of Graeme Mitchell’s Dissertation Committee certify that they have read the dissertation titled Towards Transformative Learning: Bridging the Divide Between Theory and Practice in Secondary Education and recommend that it be accepted as fulfilling the dissertation requirements for the Degree of Doctor of Social Sciences: Dr. George Veletsianos [signature on file] Dr. Keven Elder [signature on file] Mr. Moussa Magassa [signature on file] Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copy of the dissertation to Royal Roads University. The dissertation supervisor confirms to have read this dissertation and recommends that it be accepted as fulfilling the dissertation requirements: Dr. Richard Kool [signature on file] BRIDGING THE DIVIDE iii Creative Commons Statement This work is licensed under the Creative Commons Attribution-NonCommercial- ShareAlike 2.5 Canada License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/2.5/ca/. Some material in this work is not being made available under the terms of this licence: • Third-Party material that is being used under fair dealing or with permission. • Any photographs where individuals are easily identifiable. BRIDGING THE DIVIDE iv Abstract This qualitative study explored the interaction between transformative learning, sustainability education, and the Institute for Global Solutions (IGS) program. Using narrative analysis research methods, the researcher studied the experiences of 12 IGS alumni from Claremont Secondary School in Saanich, British Columbia to determine whether participation in the program resulted in perspective transformation, and, if so, identify the distinct factors and approaches that supported this process. Data was collected through open-ended questions via video-recorded interviews and analyzed according to the guidelines of narrative analysis to explore the degree to which the participants’ self-described experiences in IGS aligned with transformative learning theory. Results indicate that seven participants experienced a shift in thinking that would align with Mezirow’s conception of perspective transformation, exhibiting adult-like capabilities of critical self-reflection, rational discourse, and reflective action. The close-knit sense of community within the program, created and sustained by various structural and pedagogical factors, helped to foster social elements such as acceptance, acknowledgment, and appreciation by peers and teachers. Participants described the cohesive nature of the community as pivotal in sparking and supporting the process of perspective change. By offering insights into how social dynamics in the classroom might impact perspective transformation this study addresses a significant gap in the literature and serves as a reference point for other secondary school practitioners seeking to introduce elements of transformative learning into their design. Keywords: sustainability education; transformative learning; Institute for Global Solutions; narrative inquiry; secondary education BRIDGING THE DIVIDE v Acknowledgements This work would not have been possible without the support of my fantastic colleagues (past and present) at Claremont Secondary School. Special thanks go out to David Gardner, Mel Paas, Joanna Linger, Chris Homan, Doug Mutch, Bruce Frith, Sally Hansen and Peter Westhaver. I am especially indebted to Mark Neufeld whose passion and leadership helped spark the IGS program and continues to sustain it. I would also like to thank my wonderful committee members, Dr Keven Elder, Dr George Veletsianos, and Professor Moussa Magassa, for their support over the past few years. It was a great privilege to be able to learn from such an accomplished group of individuals. I would like to express the deepest appreciation to my doctoral supervisor Dr Richard Kool, whose passion for education and research in unmatched. Over the past decade, as my teacher, mentor, and friend, you have taught me so much. Without your guidance I am certain this dissertation would not have been possible. In short, you are an inspiration. Nobody has been more important to me in the pursuit of this dissertation than the members of my family. I would like to thank my parents, Christine and Andy, whose love and guidance are with me in whatever I pursue. Thank you to Ruth and Al for always giving me time to hide away and write. Most importantly, I wish to thank my amazing wife and best friend, Elisa, for your unending support and patience throughout this journey – you are remarkable. Lastly, this work is dedicated to my three beautiful children, Ethan, Emma, and Madelyn. You make me better everyday and more fulfilled than I could ever have imagined. BRIDGING THE DIVIDE vi Table of Contents Creative Commons Statement........................................................................................................ iii Abstract .......................................................................................................................................... iv Acknowledgements ......................................................................................................................... v Chapter 1: Introduction ................................................................................................................... 1 The Background of the Study ..................................................................................................... 1 Problem Statement ...................................................................................................................... 5 Purpose of the Study ................................................................................................................... 5 Context ........................................................................................................................................ 6 Program Design ........................................................................................................................ 12 Community of teachers and blocks of time. ......................................................................... 13 Speaker series and community engagement. ........................................................................ 14 Going beyond the community. .............................................................................................. 15 Capstone projects. ................................................................................................................. 16 Cognitive research and solutions-oriented approach. ........................................................... 17 Significance of the Study .......................................................................................................... 21 Researcher Positionality ........................................................................................................... 22 Methodology ............................................................................................................................. 25 Summary ................................................................................................................................... 26 Chapter 2: Literature Review ........................................................................................................ 27 BRIDGING THE DIVIDE vii Learning Levels Framework ..................................................................................................... 27 Transformative Learning Theory .............................................................................................. 41 Rational/cognitive approach. ................................................................................................ 44 Extra-rational approach. ........................................................................................................ 48 Planetary approach. ............................................................................................................... 49 Theoretical divide: Unity vs. multi-perspectival. ................................................................. 52 Broadening the Scope of Transformative Learning to Include Adolescence ........................... 53 Expeditionary Learning: Combining sustainability and transformative learning. ................ 54 Transformative Experience ....................................................................................................... 57 Fostering Transformative Learning .......................................................................................... 61 My Stance on Transformative Learning Theory ....................................................................... 69 Conclusion ................................................................................................................................ 72 Chapter 3: Methodology and Methods ......................................................................................... 76 Narrative Inquiry ......................................................................................................................