Transformative Learning in Geography Education: International Perspectives and Practices
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| Title: | Transformative Learning in Geography Education: International Perspectives and Practices |
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| Language: | English |
| Authors: | Di Wilmot (ORCID |
| Source: | International Research in Geographical and Environmental Education. 2025 34(3):254-273. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Intended Audience: | Practitioners |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Geography Instruction, Transformative Learning, Climate, Cross Cultural Studies, Teaching Methods, Elementary Education, Foreign Countries, Secondary Education, Student Projects, Geographic Information Systems, Higher Education, Teacher Education, Sustainability |
| Geographic Terms: | Switzerland, Germany, United Kingdom (England), Spain, South Africa |
| DOI: | 10.1080/10382046.2025.2473104 |
| ISSN: | 1038-2046 1747-7611 |
| Abstract: | This paper critically reflects on how transformative learning (TL) is described both conceptually and as a process in the literature in different fields and national contexts. We articulate a definition of TL and justify why geography education is an ideal vehicle for enabling it. This is followed by a series of case studies explaining how TL can be and is being implemented in the curriculum topic of climate change in different countries. The findings of the analysis of the case studies are used to make propositions for further development and enactment of TL in geography education. The insights provided by this paper may help to move the field forward by opening new avenues of research and providing opportunities for cultivating a stronger geography education voice in global discourses about the types of learning required in a time of socio-ecological crisis and rapid societal change. Furthermore, it may provide practical ideas for improving learning and enhancing teaching practices which curriculum developers, learning resource producers, and practitioners may find useful. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477531 |
| Database: | ERIC |
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| Abstract: | This paper critically reflects on how transformative learning (TL) is described both conceptually and as a process in the literature in different fields and national contexts. We articulate a definition of TL and justify why geography education is an ideal vehicle for enabling it. This is followed by a series of case studies explaining how TL can be and is being implemented in the curriculum topic of climate change in different countries. The findings of the analysis of the case studies are used to make propositions for further development and enactment of TL in geography education. The insights provided by this paper may help to move the field forward by opening new avenues of research and providing opportunities for cultivating a stronger geography education voice in global discourses about the types of learning required in a time of socio-ecological crisis and rapid societal change. Furthermore, it may provide practical ideas for improving learning and enhancing teaching practices which curriculum developers, learning resource producers, and practitioners may find useful. |
|---|---|
| ISSN: | 1038-2046 1747-7611 |
| DOI: | 10.1080/10382046.2025.2473104 |
