Abstract
Transformative learning is to observe one’s experience that makes one conscious of one’s knowledge and one’s changing view in the learning community. This paper presents reflection on transformation in learning both the theory and practice of participatory action research as experienced through field visits and interacting with the participants. Critical reflective journal entries and discussions on workshops provided source of data. The purpose of this paper is to provide understanding of participatory action research from traditional conventional research and how reflection helped unfold the ideologies of participatory action research. Following the cycle of participatory action research, authors explored the need of the participation of all the members of this study. Through collaborative learning, social constructive learning, experiential learning as well as transformative learning, this paper explains ideologies of participatory action research, which are co-construction of knowledge, change in attitude to bring transformation in practice, and empowerment of participants.
Recommended Citation
Rajbanshi, Roshani and Luitel, Bal Chandra
(2020)
"Transformative Learning: An Approach to Understand Participatory Action Research,"
Transformations: Vol. 6:
Iss.
1, Article 2.
Available at:
https://nsuworks.nova.edu/transformations/vol6/iss1/2
Included in
Science and Mathematics Education Commons, Teacher Education and Professional Development Commons