Katie Titus Larson., Ph.D., is a 2017 graduate of the PhD Program in Leadership and Change at Antioch University
Dr, Larson [center] with her Dissertation Committee Member, Dr. Booysen [left] and Committee Chair, Dr. Wergin [right]..
- Jon Wergin, Ph.D., Committee Chair
- Lize A.E. Booysen, DBL., Committee Member
- Carolyn Kenny, Ph.D., Committee Member
- Sharon Daloz Parks, Ph.D., External Reader
This phenomenological, collaborative inquiry explored the depth of two adolescent girls’ lived experiences during their high school years and the degree to which their self-described transformative incidents aligned with transformative learning theory.Traditionally this theory has been reserved for adults, yet the current paradigm may have overlooked the capabilities of modern adolescents to not only experience, but to describe and interpret transformative learning in ways both similar to and unique from adults.My two 19-year-old co-researchers and I examined four years of their self-identified transformative incidents by breaking them into components, analyzing the language within, and seeking evidence of critical self-reflection throughout; and then compared the extent to which the incidents aligned with the frameworks of adult transformative learning theory.Findings indicate that the co-researchers did experience transformative learning as defined by several theorists and exhibited both adult-like capabilities of:critical self-reflection, rational discourse, and reflective action; and adolescent-like aspects of:the development of identity, self-authorship, and empathy.This study challenges current assumptions in the theory and adds to the holism of the field.This Dissertation is available in Open Access at AURA:Antioch University Repository and Archive, http://aura.antioch.edu and OhioLink ETD Center, http://www.ohiolink.edu/etd
Larson, Katie Titus, "Adolescents' Self-Described Transformations and Their Alignment with Transformative Learning Theory" (2017). Dissertations & Theses. 335.