Dialogue Journals and Transformational Learning: Latino Students and Their Professor “Talk-back” to Each Other

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Author(s): Yolanda Nieves (Wilbur Wright College, Chicago, IL, USA)
Copyright: 2014
Volume: 5
Issue: 1
Pages: 14
Source title: International Journal of Adult Vocational Education and Technology (IJAVET)
Editor(s)-in-Chief: Viktor Wang (California State University, USA), Judith E. Parker (Columbia University, USA)and Geraldine Torrisi-Steele (Griffith University, Australia)
DOI: 10.4018/ijavet.2014010101

Keywords: Adult Learning / Education / Educational Technologies / Information Science Reference

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Abstract

This article explores how dialogue journals can lead to a transformative learning experience. Adult Latino students enrolled in a community college developmental reading class agree to speak truth to power through this critical writing process. Using Mezirow's(2002) transformational learning theory, Brookfield's (2000) concepts on teaching for critical thinking, and Cranton's (2000) ideas of individuation and strategy for fostering self-awareness in students, the students and professor “talk-back” to each other through dialogue journals. The complexities of discourse, culture, and individuation or resistance to it are revealed.

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Dialogue Journals and Transformational Learning: Latino Students and Their Professor “Talk-back” to Each Other

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