International Journal of Business and Applied Social Science

ISSN: 2469-6501 (Online)

DOI: 10.33642/ijbass
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  • Call for Papers: VOL: 9, ISSUE: 4, Publication April 30, 2023



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Author(s): Leonard B. Horton, III, EdD; Cynthia J. MacGregor, EdD; Angela L. Anderson, Ph. D; Tracey A. Glaessgen, EdD; Kennedy O. Ongaga, Ph. D
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Adopting the first five phases of Mezirow’s transformative learning theory (Mezirow, 1978; 1990; 1994; 1997; 1998; 2009; 2018) as a framework, this study examined the impact of a Midwestern university civil discourse program on participants’ transformative learning. The study sample included participants who attended the Talk Together program over multiple sessions since its inception in the fall of 2015. The participants were surveyed or interviewed. Findings revealed survey participants at least agree or slightly agree with experiencing the first five phases of transformative learning, evidenced by responses to items connected to the transformative learning framework. Most interview participants also experienced the first five phases of transformative learning. While transformative learning was undetermined from the observation data, findings led to recommendations that impact the facilitation of the Talk Together program, which, subsequently, impacts potential transformative learning for future participants.
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