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Transformative Learning: A Possible By-Product of Immigrant Learner Participation in Recognition of Acquired Competencies (RAC)

Transformative Learning: A Possible By-Product of Immigrant Learner Participation in Recognition of Acquired Competencies (RAC)

Leah Moss, Andy Brown
Copyright: © 2018 |Pages: 11
ISBN13: 9781522560869|ISBN10: 1522560866|EISBN13: 9781522560876
DOI: 10.4018/978-1-5225-6086-9.ch010
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MLA

Moss, Leah, and Andy Brown. "Transformative Learning: A Possible By-Product of Immigrant Learner Participation in Recognition of Acquired Competencies (RAC)." Critical Theory and Transformative Learning, edited by Viktor Wang, IGI Global, 2018, pp. 137-147. https://doi.org/10.4018/978-1-5225-6086-9.ch010

APA

Moss, L. & Brown, A. (2018). Transformative Learning: A Possible By-Product of Immigrant Learner Participation in Recognition of Acquired Competencies (RAC). In V. Wang (Ed.), Critical Theory and Transformative Learning (pp. 137-147). IGI Global. https://doi.org/10.4018/978-1-5225-6086-9.ch010

Chicago

Moss, Leah, and Andy Brown. "Transformative Learning: A Possible By-Product of Immigrant Learner Participation in Recognition of Acquired Competencies (RAC)." In Critical Theory and Transformative Learning, edited by Viktor Wang, 137-147. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-6086-9.ch010

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Abstract

Transformative learning is not the goal or learning objective of a recognition of acquired competencies (RAC) process. The authors of this chapter suggest transformative learning is a possible by-product of this process which is an exercise in critical self-reflection and demonstration of competencies. Although unintentional, the RAC process is somewhat aligned with Mezirow's phases of transformative learning. A challenge is that it is empirically difficult to measure the phases or the outcome of transformative learning. However, by examining the narratives of female immigrant learners in a RAC process, this chapter explores the potential of transformative learning as a by-product of their respective experiences in the recognition of their prior learning.

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