Trauma Literacy Leadership Seminar: From Reflection to Action Through Transformative Learning Theory

Introduction & Reflection

The Ontario Literacy Coalition recently hosted a week-long event, the “Trauma Literacy Leadership Seminar”, for adults aged 18–55 with a focus on encouraging learners to seek leadership roles in their different programs while at the same time helping participants gain control in “other areas of their lives” (Michigan State University, n.d.). The goal of program organizers was to provide an emancipatory and transformative experience for all participants, however; organizers soon learned that working with adult learners who have experienced trauma can be a challenging.

This post will explore the integration of theoretical concepts from transformative learning theory that enhance outcomes for participants such as increased awareness of self and self in relation to others, changes of their worldview, an ability to take action that reflects their new perspective, and to improve their cognitive development and consciousness (Hoggan, 2016; Hoggan & Kloubert, 2020).

What is Trauma?

Trauma can be experienced through many different mediums such as psychological or physical abuse, rape, job loss, war, forced relocation, diagnosis of a terminal illness, death or suicide of a loved one, divorce, robbery, natural disasters, terrorism as well as poverty, homelessness, and hate crimes (Pearce, 1999; Rosenwasser, 2000). These personal and painful experiences pose unique challenges for adult learners and organizers of adult literacy programs working with these individuals. One reason for this difficulty is that the effects of trauma can be hard to identify. According to Kerka (2002) “it may not be readily apparent that a learner is experiencing the effects of trauma” (p. 2). Furthermore, Horsman (2000) posits in her seminal text, Too Scared To Learn, that “it is impossible to remove the impact of trauma from literacy programs or perhaps to remove it from any educational setting” (p. 75). Horsman (1998, 2001, 2000, 2020) also maintains an informative blog on the effects of violence on learning.

Jenny Horsman Addressing the impact of violence on learning

Transformative Learning Theory

So, what is transformative learning theory and how can it be operationalized to deepen and enhance learner outcomes? Jack Mezirow (1981, 1990, 2009, 2012), the father of transformative learning theory, originally theorized about a series of learning phases that can be “clarified through the transformative process:

1. A disorienting dilemma
2. Self-examination
3. A critical assessment of assumptions
4. Recognition of a connection between one’s discontent and the process of transformation
5. Exploration of options for new roles, relationships, and action
6. Planning a course of action
7. Acquiring knowledge and skills for implementing one’s plan
8. Provisional trying of new roles
9. Building competence and self-confidence in new roles and relationships
10. A reintegration into one’s life on the basis of conditions dictated by one’s new perspective” (Mezirow, 2009, p. 19)

According to Mezirow (1981), transformative learning is the process of “perspective transformation” (p. 3) that results in outcomes where the learner can “recognize, reassess, and modify the structures of assumptions and expectations that frame our tacit points of view and influence our thinking, beliefs, attitudes, and actions” (Mezirow, 2009, p. 18).

Transformative learning theory, is also seen as being constructivist because of the idea that “reality for an individual is her or his interpretation of it; thus there are multiple possible constructions or interpretations of reality” (Merriam & Kim, 2012, p. 58). Dr. William Brendel (2016) provides an introductory summary of the constructivist concepts on which transformative learning is based.

Action Through Transformative Learning Theory

Participant safety and wellbeing should be the first area addressed by the seminar organizers. According to feedback from attendees, there were several instances where learners were harassed by others, felt threatened, experienced flashbacks of previous traumas, and even became physically sick (Michigan State University, n.d.). One of the key foundational components for transformative learning to occur is the creation of an environment where learners can feel vulnerable and safe (Cranton, 1994; Cranton, 2016; Merriam & Baumgartner, 2020; Kerka, 2002; Mezirow and Associates, 1990; Mezirow, 2009; Mezirow, 2012). Seminar organizers should set a series of clear and concise ground rules and expectations for all participants and these should include detailed procedures for reporting requirements. Furthermore, event organizers should provide for the creation of safe spaces for seminar attendees in the event that participants begin to feel overwhelmed at some point throughout the day. (Horsman, 1998; Horsman, 2001; Horsman, 2020). By clearly defining behavioral expectations and norms along with safe spaces to which participants seek solitude, organizers are demonstrating their commitment to participant wellbeing and enhancing “equal participation in discourse” (Cranton, 2016, p. 98) during the seminar.

There could be unforeseen stress or trauma caused by the level of commitment required with a week-long in-person format. One possible action that seminar organizers should consider is an option for learners to attend via Zoom or another online method. While this might seem to defeat the goals of a transformative learning experience, a growing body of research suggests that transformative learning can be achieved, and even enhanced, through online mediums (Dirkx & Smith, 2009; Smith, 2012). According to Dirkx & Smith (2009), online learning has the potential to “evoke a kind of deep learning that engages learners in a process of self-work, self-change, and transformation” (p. 64). This would also allow learners who might not have the means (financial, time away from work, etc.) to commit to a week-long event the option to participate and still benefit. Finally, event organizers could also look at narrowing the scope of topics covered during the seminar or even break up the week into blocks of topics that extend over a longer period of time.

According to Cranton (2016), learner leadership and decision making experiences, or what Merriam & Baumgartner (2020) refer to as “self-directed learning” (p. 45), is at the core of transformative learning theory. Cranton (2016) points out that student engagement in “participatory planning in which students decide on some or all of the topics for a course, workshop, or other educational activity” (p. 100) is critical for success. Unfortunately, seminar organizers, after initially committing to this style of a strategy, decided that “the final design was based on the skills the facilitators felt the learners needed” and that “facilitators had kept control over how to address tensions, kept issues to themselves, and prevented the learners from becoming part of the collective problems and solutions” (Michigan State University, n.d.). While facilitators could see this as taking an approach based on their perception of what is best for learners, the seizing of power by facilitators could also result in participants losing trust in organizers, feeling powerless, at risk of suffering more trauma, and helpless (Abgaria & Cohen, 2000). The “primary educator role is one of facilitator of a learner-directed or a co-directed (teacher and leaner) process” (Cranton, 2016, p. 81). Giving participants a true active role in the design and execution of the seminar will build trust between organizers and participants, provide sessions that are of interest to the learners, and instill a sense of ownership and agency for participants that will result in a deeper and more personal experience and connection to the seminar themes (Cranton, 2016).

Next, in order to enhance the assessment of the seminar activities, and to help organizers gain a better understanding of the results, the use of critical reflection through journaling is recommended. The contemporary idea of critical reflection in a learning context dates back to the work of Dewey (1916). Dewey (1916) originally concluded that, “reflection implies concern with the issue — a certain sympathetic identification of our own destiny, if only dramatic, with the outcome of the course of events” (p. 147). To incorporate reflective action, organizers and participants will be provided with a block of time at the end of each day to reflect on the day’s events and to journal about their thoughts and emotions. According to Merriam & Baumgartner (2020), “critical or deep reflection may lead to multiple learnings including transformative learning” (p. 216). Furthermore, Dirkx & Smith (2009) conclude that, “reflective writing, journaling, and debriefing to help direct students back to the concreteness of their lived experiences within the course and their teams” (p. 61).

Finally, it was clear that Jenny, the main seminar organizer, became overwhelmed due to her many roles and responsibilities during the event and was “stretched beyond her limits” which led to participant needs not being met (Michigan State University, n.d.). One recommendation would be that Jenny bring in additional support through the use of social workers and, if budget is a concern, that she apply for grants to secure the funding needed. Not only will this allow Jenny to focus on the seminar from a macro level, but it will also result in participant needs being met in a more timely manner. By meeting participant needs and being responsive the seminar organizers are laying the foundation for a “protective sanctuary for a deep encounter with self” (Lange, 2009, p.197) that clears a path to transformative learning.

Conclusion

Through the implementation of these concrete actions, solidly based on transformative learning theory, event organizers will be able to regroup, reassess, and relaunch a seminar that results in emancipatory, empowering and transformative learning for everyone involved. [WORD COUNT = 1496]

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