Efforts to transform learning and learners: The first decade of an innovative doctoral program in educational leadership.

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According to Mezirow (2000), Transformative learning refers to the process by which we transform our taken-for-granted frames of reference (meaning perspectives, habits of mind, mind-sets) to make them more inclusive, discriminating, open, emotionally capable of change, and reflective so that they may generate beliefs and opinions that will prove more true or justified to guide action. Building on concepts of collegial culture (Glickman et al., 2010) professional community (Arbuckle, 2000) and communities of practice (Wenger, 1998), the program aims to build a community of learners that can serve both as a safe space for the discourse that Mezirow describes, and as an incubator for developing the skills and dispositions graduates need to foster transformative learning and change in their workplaces and communities.

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