Transformative learning through international service-learning : realising an ethical ecology of learning

Transformative Education through International Service-Learning- Front Cover
Transformative Education through International Service-Learning
Title Page
Copyright Page
Dedication
Contents
Acknowledgements
List of abbreviations
	Data codes
	Permissions
Introduction
	The landscape for transformation
	A reconceptualisation of transformative learning
	An ethical definition of International Service-Learning (ISL)
	A framework for an ethical ecology of transformative learning
	Overview of the structure of the book
	Part I: transformative learning
	Part II: International Service-Learning
	Part III: transformative learning as the process of becoming authentic
	Part IV: realising an ethical ecology of transformative learning
	References
Part I: Transformative learning
Chapter 1: Towards an integrative model of transformative learning
	Introduction
	The transformative dimension of learning
	Critical, cultural perspectives on education
	The role of reflection, experience and practice
	Towards a holistic theory of learning
	Conclusion
	References
Chapter 2: The knowing, being and doing of transformation
	Introduction
	Knowledge: knowing
	Becoming: being
	Agency: doing
	Conclusion
	References
Chapter 3: The centrality of authenticity to transformative learning
	Introduction
	The authentic self
	(Authenticity as) selfhood, reciprocity and worldliness
	Conclusion
	Segue
	References
Part II: International Service-Learning
Chapter 4: Key concepts and practices in International Service-Learning
	Introduction
	Service-Learning
	International Service-Learning
	Service-Learning and higher education
	Service-Learning and faith-based education
	Conclusion
	References
Chapter 5: Investigating the student experience of International Service-Learning
	Introduction
	International Service-Learning at Liverpool Hope University
	This investigation into the student experience of ISL
	Narratives of ISL participants
	Rachel, SOS Tibetan Children’s Village, Choglamsar, Ladakh, India, 1993
	Olivia, Sarata, Transylvania, Romania, 2009
	Conclusion
	References
Part III: Transformative learning as the process of becoming authentic
	Introduction
Chapter 6: Authenticity as selfhood Becoming oneself [integrity]
	Introduction
	Conditions
	Processes
	Dispositions
	Barriers to integrity
	References
Chapter 7: Authenticity as reciprocity: Becoming persons-in-relation [recognition]
	Introduction
	Conditions
	Processes
	Dispositions
	Barriers to recognition
	References
Chapter 8: Authenticity as worldliness: Becoming other-wise [cosmopolitanism]
	Introduction
	Conditions
	Processes
	Dispositions
	Barriers to cosmopolitanism
	References
Part IV: Realising an ethical ecology of transformative learning
Chapter 9: Realising an ethical ecology of transformative learning
	Introduction
	Practice
	Institutional ethos
	Partnership
	Conclusion
	References
Appendix: Mapping of data collection
Index