Caldwell, H., Whewell, E., West, A. and Tiplady, H. (2024) Novel Spaces as Catalysts for Change: Transformative Learning through Transnational Projects. Education Sciences. 14(9) 2227-7102.
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Information
Abstract:
Purpose This paper discusses data related to the final phase of a six-year project entitled, Digital Learning Across Boundaries (DLAB): Developing Changemakers. It explores university students’ growing perceptions of themselves as changemakers as they experience novel physical and digital spaces, drawing upon on the reflections of seven undergraduate education students from England who joined students from five European countries in the final year of the project. Design/methodology/approach Using a critical ethnography methodology, this paper embraced reflexivity and immersion in the participants’ experiences. Verbal and written reflections were collated and analysed through inductive coding. Findings Results suggest that the multidimensional and multidisciplinary elements of the project led to transformative learning. Transformative change was experienced as students encountered a series of novel spaces and resolved disorientations that arose within them through collective interaction and personal reflection. Originality This paper contributes to the field of education by suggesting that educators value the intersection of learning experiences when planning transnational projects and consider the role of cumulative disorientations, multifaceted novel spaces and critical discourse in catalysing personal growth.
Additional Information:
The study was conducted in accordance with the Declaration of Helsinki, and approved by the Ethics Committee of The University of Northampton (October 2022) for studies involving humans
Uncontrolled Keywords:
/dk/atira/pure/sustainabledevelopmentgoals/quality_education
Creators:
Caldwell, H., Whewell, E., West, A. and Tiplady, H.
Faculties, Divisions and Institutes:
Date:
29 August 2024
Date Type:
Publication
Journal or Publication Title:
Education Sciences
Volume:
14
Number:
9
Number of Pages:
2434117
Language:
English
ISSN:
2227-7102
Status:
Published / Disseminated
Refereed:
Yes
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