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Transformative Learning: Addressing vulnerability to disaster risk by challenging what you think you know!

Addressing the value action gap towards disaster risk through transformative learning
by

Justin Sharpe

on 2 November 2017

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Transcript of Transformative Learning: Addressing vulnerability to disaster risk by challenging what you think you know!

i have a question...
THE BIG
now we can
PICTURE
SEE
Assumption:
being better informed about disasters and climate change allows us to be better prepared and reduce losses as a result
This make me happy! I believe I am informed and because i am comfortably well off
I am confident that i will be a disaster survivor!
smile

Where does responsibility
for DRR/CCA lIE?

un agencies?
Govt. organisations?
NGO's
Community groups
schools?
individuals?
Fieldwork in Santa Barbara, California with CERT
Let's unpack TRANSFORMATIVE LEARNING:
Introducing...
Tom
BARBARA
where are we really most
likely to inititiate change?

what if we flipped the list to read:

individuals
schools
Community groups
NGO's
Govt. organisations
un agencies

Why?
A PERSPECTIVE CHANGE!
Because understanding and facing our own vulnerabilities and difficulties in light of these risk may allows us to find our role while questionning the role of
others and challenging bad practice!
.
.
Addressing vulnerability to hazards by challenging what you think you know!
How might Transformative learing help the people in this clip?
What does it all mean?
Transformative Learning
(Mezirow, 1991, 1995, 1996; Cranton, 1994, 1996) is that which leads to a
change in an individual’s frame of reference
.

Frames of reference can be identified as the ‘
associations, concepts, values, feelings and conditioned responses that are the result of experiences that define an individual’s life world
’ (Mezirow, 1997 p. 5). cultural lenses might include friends, family, religious perspective etc.

Such frames of reference can result in a strong tendency to reject ideas that fail to fit an individual’s preconceptions, leading them to be dismissed as irrelevant or wrong. This may go some way to explaining why some choose not to address threats posed by disasters as doing so may lead to discomfort.


Transformative Learning techniques open scope for promoting self and collective efficacy within learning systems. Self-efficacy (e.g. Bandura, 1977, 1997) is the belief or confidence in oneself to take action and more importantly, to persist with this action.

Transformative learning processes have the potential to create and maintain a critical mass of confident and aware individuals that can increase resilience to disaster risk in their communities. In order to maintain what has been learned, reflection and use of acquired skills and experience is required.
how does it work?
In transformative learning the most significant learning occurs in the communicative domain that involves identifying problematic ideas, values, beliefs and feelings,
critically examining
the assumptions upon which they are based, testing their
justification
through rational discourse and
making decisions
predicated upon the resulting consensus.
practices and conditions to enable TL:
Learning conditions that promote a sense of safety and
openness and trust
;

Establishing a learning situation that is democratic, open, rational, provides access to all available information while promoting
critical reflection
;

Learning that requires a sharing of experiences;
(Socially constructed and learned)

Support for learner-centred approaches, that promote learner autonomy,
participation and collaboration
;

Activities that encourage the exploration of alternative personal perspectives, problem posing and
critical reflection
;

Learning conditions that support appropriate and timely feedback are key aspects of a participatory learning process. Having an environment that supports the capacity to depersonalise critiques of others’ ideas and also how to receive critiques from others;

Significant conditions for transformative learning in a group context include the opportunity to get to know the cultural background of participants in the group; the importance of
embracing and not avoiding “dissonance and conflict”
; the necessity to act on new ideas.
data collection involved narrative inquiry interviews with cert trainers and local 'mavens' (n=4)
with cert trainees (n=25)
wth a Listos and spanish cert trainer (n=1)
listos and spanish cert trainees (n=4)
other trainers (n=4)
following transcription and coding, an observed process of transformative learning emerged leading to the development of a practical working framework shown here>>>

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