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

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

Yolanda Nieves
Copyright: © 2014 |Volume: 5 |Issue: 1 |Pages: 14
ISSN: 1947-8607|EISSN: 1947-878X|EISBN13: 9781466652859|DOI: 10.4018/ijavet.2014010101
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MLA

Nieves, Yolanda. "Dialogue Journals and Transformational Learning: Latino Students and Their Professor “Talk-back” to Each Other." IJAVET vol.5, no.1 2014: pp.1-14. http://doi.org/10.4018/ijavet.2014010101

APA

Nieves, Y. (2014). Dialogue Journals and Transformational Learning: Latino Students and Their Professor “Talk-back” to Each Other. International Journal of Adult Vocational Education and Technology (IJAVET), 5(1), 1-14. http://doi.org/10.4018/ijavet.2014010101

Chicago

Nieves, Yolanda. "Dialogue Journals and Transformational Learning: Latino Students and Their Professor “Talk-back” to Each Other," International Journal of Adult Vocational Education and Technology (IJAVET) 5, no.1: 1-14. http://doi.org/10.4018/ijavet.2014010101

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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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