n South African Journal of Education - Transformatoriese leer by skoolhoofde

Volume 21, Issue 4
  • ISSN : 0256-0100
  • E-ISSN: 2076-3433



Transformative learning in school principals. The aim of this qualitativestudy was to explore the meaning making process involved intransformative learning as experienced by school principals within achanging socio-cultural context. We argued that the political changesin the post-apartheid South Africa would cause a disparate experiencefor and challenge the perspectives of many Afrikaner school principals.This experience could trigger perspective transformation -the transformation of an individual's meaning structures, resulting ina new perspective. The study revealed a transformative learningprocess similar to that proposed by Mezirow, beginning with a disorientingdilemma, followed by varied reactions, catalyst events,exploring and trying out of new roles and the integration of the newperspective into the participants' lives. The actual meaning the schoolprincipals attached to the changes in their perspectives is linked to asense of increased personal empowerment as well as to a belief thatthe changes were in line with their religious beliefs and that thechanges would be beneficial to their cultural group. This study contributesto a growing empirical exploration of transformative learningby exploring transformative learning within a changing socio-culturalcontext.

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