This article examines transformative teaching and learning in higher education today, with a focus on faculty member as change agent. Developed from fourteen months of ongoing, critical dialogue, the article describes and deconstructs faculty members’ lived experiences as scholars-practitioners in three nations and their corresponding roles in institutions of higher learning in the U.S. As multi-culturally situated practitioners, each one describes the role of diverse international/intercultural lived experiences, including Fulbright exchanges, community based research, and service-learning in and with diverse communities. The voice of an emerging scholar, (graduate student) as discussant is interspersed throughout the dialogue, connecting faculty members’ experiences with scholars’ writings on educational praxis and practice (e.g., Boyer, 1990, 1991; Dewey, 1916, 1938; Freire, 1970, 1994; Groenewald, 2003; Mezirow, 1997, 2003), leading to discussion of transformative immersion, praxis and reflection and pointing to new directions in teaching and learning through culturally engaged pedagogies.
- higher education
Available at: http://works.bepress.com/robertson/20/