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Change always catalyzes organizational members to challenge, reframe, and revisit the assumptions that preside over the work they do. But how do recent changes affect individual and collective organizational transformations? More fundamentally, how can we think about learning and transformation in an organizational environment in perpetual transformation? In this article we examine trends impacting organizations in light of recent thinking by transformative learning scholars interested in organizational change in the midst of complexity. We also revisit our dual approach developed 10 years ago and speculate on an emerging integrative framework for individual and collective transformation better suited to the years to come.

The purpose of this article is to describe the successes and challenges of an innovative community engagement initiative in Bermuda, Education for All, in order to enlarge our understanding of how a community uses storytelling as a catalyst for transformative learning. Sponsored by the Coalition for Community Activism, community members and nonprofit groups united to facilitate an islandwide conversation about the student experience. They aspired to transform how people think about what constitutes an appropriate education and, ultimately, reframe the Bermuda conversation of schooling. We trace the evolution of the project attending to how adults came together around a shared purpose and vision for improving education. In so doing, we illuminate the complexities of using story as a catalyst for transformative learning. We provide a story circle protocol developed to gather stories of public school alumni. This story project for social change has implications for community leaders globally.

Mentoring has been defined in many different ways. Traditionally, mentoring is seen as a relationship between an older, more experienced mentor and a younger, less experienced protege for the purpose of helping and developing the protege's career. Zachary's (2005) description best fits the process discussed in this article: "Mentoring is best described as a reciprocal and collaborative learning relationship between two (or more) individuals who share mutual responsibility and accountability for helping a mentee work toward achievement of clear and mutually defined learning goals." Zachary's emphasis here on learning, and later references in her work to mentoring being a self-directed learning relationship and the need for skillful coaching in the relationship, all have strong tie-ins to the concepts of Action Learning (AL) and Action Learning Conversations (ALC). In this article, the authors describe what AL and ALCs are to show how the role and actions taken speak to peer mentoring. (Contains 1 figure.)

This paper provides a description of recent transformative learning applications in four broad areas – health care study abroad, community, and the workplace. The applications were selected from a literature review of English language articles published in peer-reviewed journals from 2010 to 2020. To describe the applications in each of the four broad areas, the paper focuses on the rationale for the studies, their settings, their context, the reported transformation or outcome as well as the impediments and facilitating factors for the transformation. The paper also includes an overview of research designs and instruments that can be generally used to study applications of transformative learning. [ABSTRACT FROM AUTHOR]

This paper introduces ways that transformative learning is defined, conceptualized, practiced, and researched. Although such viewpoints share much in common, they differ based on context, culture, purpose, and process, among other things. Transformative learning is a living theory. [ABSTRACT FROM AUTHOR]

The stories in this article opened the 2018 International Transformative Learning (TL) Conference. Mezirow founded this conference to grow living theory, but over time, paradoxically, allegiance to his framing of TL can be seen as limiting growth. The Conference designers invited participation from new geographical, cultural, social and political perspectives to bring forward unheard voices to create bridges among differences. Framed by the imaginal and holistic approaches to TL, this article shares the personal stories of transformation narrated by five panelists and the 'wicked' questions these stories evoked. The authors reflect on the humanizing, heart-ful space that sharing stories created, which re-minded those present of shared community. TL is about change in the individual, as theory seeks to explain; yet it is also about embedded social, cultural norms and assumptions that shape and sustain systems. The authors conclude by reflecting on the humanizing potential of narrative, as well as the theorizing about the interdependence between individual and systemic transformation. [ABSTRACT FROM AUTHOR]

Six essays concerning transformative learning (TL) are presented by Elizabeth Kasl, Laura Markos, and Victoria J. Marsick.