Transformatoriese leer by skoolhoofde

Abstract

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


(South African Journal of Education: 2001 21(4): 264-267)