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Walley, Chelsea Alyssa Anne

Transformative Learning has been established as a desirable goal in education, with most research focusing on adult learners in post-secondary settings. However, significantly less research has been done to examine the implementation of transformative learning in non-formal education or with youth learners. As one of the largest non-formal educational organizations in Canada, Girl Guides of Canada (GGC) is the focus of this case study. Five main components of transformative learning were identified from the literature and used as the framework for understanding the extent to which GGC enables and/or constrains the implementation of transformative learning programs for its girl members. This qualitative case study uses a combination of surveys and interviews with Unit Guiders, program and organizational documents from GGC, and researcher journal reflections. The research found evidence of all five components of transformative learning in GGC, but the age of learners can be a complicating factor. The flexible and responsive nature of the GGC program was perceived by Unit Guiders as central to supporting transformative learning, particularly for youth. Four additional components that enabled transformative learning were also identified: setting expectations; just having fun; doing hard things; and personal and family associations. Providing data on how youth learners impact the way the key components of transformative learning can be implemented can offer useful guidance for educators in both non-formal and formal education. When seeking to facilitate transformative learning for young learners, the lessons learned from GGC can offer valuable suggestions for improving teaching practices.

Text

University of British Columbia. EDCP 590

Vancouver : University of British Columbia Library

10.14288/1.0448653

Education, Faculty of; Curriculum and Pedagogy (EDCP), Department of

Reviewed

http://creativecommons.org/licenses/by-nc-nd/4.0/