Applying Transformative Learning to Cross-Cultural Training Endeavours

This situational case study examined theapplicability of transformative learning theory andits attendant teaching and learning strategies ofcritical reflection and discourse to one program ofcross-cultural training. It illustrates thattransformative learning theory can inform both thecontent and approach of training programs. Byproviding participants with structured opportunitiesguided by critical reflection and discoursecross-cultural training can be viewed as atransformative learning experience as understood inthe field of adult education. These findings have the potential to provide thefieldof cross-cultural training with relevant theoryandmethodology to help unify its diverseaims.Furthermore the findings may also informtransformative learning theory in that theydemonstrate that transformative learning may not beconfined to the linear process advocated in earliertheory such as Mezirow (1990) but in fact involvephases of a cyclical or spiral structure as morerecent writers suggest.