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Abstract

This paper reflects the perspective of identity transformation of mathematics educators through the lens of transformative learning, foregrounded on Tara’s doctoral research journey. The process of identity transformation seeks to foster reformative skills at various levels by altering individuals and their identities. This is achieved by posing questions about the past that challenge deeply ingrained assumptions, beliefs, values, and perspectives. Therefore, this paper’s focus is on how transformative learning facilitates a shift in identity. This issue signifies a theoretical void that warrants further investigation. Consequently, this paper examines identity transformations through the theories and lens of transformative learning. In doing so, Tara has reflected on her own experiences and those of others, integrating them with our collective venture. We have also spotlighted Drikx and Illeris’s theory of “transformative learning and identity” and its scope. The key message to be taken from this paper is that transformative learning and identity change come from personal-level transformation and expansion of consciousness at an individual level. Lastly, this paper suggests that transformative learning and a person's sense of who they are—are linked to how they change a person.

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