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Transformative Learning
New York City 2014
October 24 - 26
The aim of this conference is to provide an
opportunity for the expanding community of
students, practitioners and researchers who use
transformative learning theories to reinterpret
the nature and influence of contemporary
challenges that affect our commons through
the context of space.
In transformative learning we explore the taken
for granted dimensions of our lives and how
these impact our relationships, emotions and
ways of knowing. Therefore space, and its
unexplored assumptions, provides fertile ground
for this conference.
We seek to create a dynamic opportunity for all
of us to engage individual and collective
experiences of political, economic, social,
psychological, spiritual, cultural, physical and
ecological spacesas well as liminal spaces or
spaces in which boundaries are crossed or
Theme: Spaces of Transformation and
Transformation of Space
Proposal Deadline:
EXTENDED TO 17 February 2014
Acceptance decisions 17 April 2014
Paper Deadline
18 August 2014
Conference Fees*
Regular Student
Early Bird $ 370 $ 320
(by 9/5/14)
Full Cost $ 415 $ 365
(post 9/5/14)
*Includes welcome reception Oct 23; cocktail
reception Oct 25; breakfast Oct 24-25; lunch
on Oct 25-26; coffee breaks Oct 25-26

TLC 2014 Extended Call for Proposals, REVISED 24 Jan. 2014
We invite you to come together in
community through authentic
engagement with other scholars and
practitioners who care about the
transformative potential of learning.
Participants will focus on transformative
learning at individual, group,
community, organizational, institutional
and societal levels by exploring the
multiple facets of space. Keynote
speakers and plenary sessions will
center on the conference theme.
We invite proposals in four categories:
1) paper presentations, 2) experiential sessions, 3) symposia and 4) roundtables.
Our theme will center on spaces of transformation and transformation of space, but proposals are
invited on all dimensions of research, theory and practice dealing with transformative learning.
Led by a group of conference presenters and leaders, participants will collaboratively explore a
diversity of perspectives on transformative learning and the various contexts where it may occur.
The conference will envision future possibilities for transformative learning while appreciating
existing contributions.
Although the theme of the conference is linked to space, please note that all presentations are
welcome that clearly connect to transformative learning theory, research, or practice.
English is the official language of the conference. Proposals and abstracts for papers, experiential
sessions, symposia and roundtables must be submitted in English.
Purpose and Theme of the Conference
The term space carries two meanings: time or duration and area or extension (Oxford
English Dictionary, 2013). Questioning the role of space with regard to transformative
dynamics raises questions about the environments that hold and are held by
processes of transformation. Space includes the physical, social, cultural, psychological,
liminal and temporal environments that guide and hold human action and interaction.
Since Jack Mezirow introduced in 1975 the notions of "perspective transformation" and
"transformative learning" into the North American adult education literature, and
especially in the last twenty years, research and writing in this area has proliferated.
Mezirow defined transformative learning as the process by which we call into question our
taken for granted frames of reference to make them more inclusive, discriminating, open
and reflective so that they may generate beliefs and opinions that will prove more true or
justified to guide action. Other views of transformative learning have emerged, based on
different lensese.g., holistic, spiritual, embodiedor arising from a variety of theoretical
perspectives, e.g., depth psychology, developmental psychology, lifespan studies. Any
transformative learning experiences shapeas well as are shaped bythe spaces in
which they occur.

TLC 2014 Extended Call for Proposals, REVISED 24 Jan. 2014
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Interrogating the relationships between space and transformative learning raises many
questions that open provocative territory for transformative learning that include, but
are not limited to, the following questions:
How does one conceive the qualities of space required to experience or
promote transformative learning?
How does space shape us and our capacity to transform our ways of being,
ways of knowing and ways of acting in the world?
How does one perceive, interpret or evaluate the impact of personal or
collective transformations on the physical, natural, psychological, social, cultural,
economical, spiritual or political spaces surrounding the experience?
What role do the architectural and natural millieux play in influencing
transformative learning experiences?
What is the role of transformative learning in fostering a generative and
sustainable relationship between the environmental and civic commons?
What form might transformative learning take in virtual spaces (e.g., MOOCs,
online learning environments, second life, social networks, etc.)? How does
transformative learning space differ when it involves: synchronous online
interaction; synchronous, real time psycho-social interaction; or asynchronous
interaction distributed over time?
How does living in "marginal spaces" influence the experience of transformative
learning and how does one envision this kind of learning in marginalized
How do temporal constraints influence the experience of transformative learning
and the way it can be fostered?

The conference design is inspired by the question: How can we organize the space of
this conference to encourage experimentation and new forms of learning that may
expand and transform our community? We aspire to bring the outside culture and
experience of New York City into the conference. We will also create communities
within the conference for reflection, dialogue and deep learning about the
connection between transformative learning and space!

We return to Teachers College, Columbia University, the original home of the
Transformative Learning Conference, to explore characteristics of space and its
importance for Transformative Learning. Teachers Collegeand the surrounding
cultural, architectural and urban experiences of New York Citywill provide a rich,
reflective space for us to revisit our history, honor the legacy of those who have inspired
us, acknowledge what we know and explore our unfinished work. Organizers will offer
heterogeneoustraditional and innovativespaces to encourage dialogue and
experimentation with new, yet rigorous forms of learning that may expand and
transform our knowledge and community.

TLC 2014 Extended Call for Proposals, REVISED 24 Jan. 2014
All papers must deal with
transformative learning.
Please be clear about
how you use this concept.
Indicate the focus of your
paper. Papers should be
based either on:
Research (quantitative
or qualitative, action
research, case study,
meta-analysis, etc.)
Theory (conceptual
study, model or theory
development, etc.)
Specific practice
(formal setting,
online learning,
democratic setting,
Completed papers are
expected to be a
maximum of 3500 words
including references and
supporting materials.
Paper presentations will
be grouped based on
themes. Presentation
sessions include
opportunities to dialogue
with participants.
Experiential sessions
transformative learning
practices through
creative, interactive
formats. These sessions
demonstrate integration of
theory and practice,
based on your experience
with a particular practice
format or theoretical
frame. We encourage use
of video, drama, graphic
arts, poetry, and other art
forms, recognizing that
sometimes the method is
the means.
The proposal should first
address the format of the
presentation and
participants involvement;
and secondly address the
theoretical perspective
that frames the session.
Proposals for these sessions
must follow the same
guidelines as paper
Completed papers are
expected to be a
maximum of 3500 words
including references and
supporting materials.

Proposals for Symposia
follow the same guidelines
as paper proposals. They
should include a group of
at least 3-5 authors
discussing contradictory,
antagonistic or
complementary points of
view related to a shared
topic. International
collaboration is desirable.

Completed papers are
expected to be a
maximum of 7000 words
including references and
supporting materials.
Roundtables are
opportunities to discuss
new research or work in
progress in an informal,
group context. Presenters
should indicate the
questions the author/s
would like to discuss.
Completed papers are
expected to be a
maximum of 3500 words
including references and
supporting materials.

800-1200 word, single-spaced summary of full papers
Conference co-sponsors:

TLC 2014 Extended Call for Proposals, REVISED 24 Jan. 2014
1) Proposal cover sheet with
the following information:
Title of presentation
Type of presentation
(paper presentation,
experiential session,
symposium or
2) Proposal:
Please see previous
sections for information
about what your
proposal should address
about session and
transformative learning
Begin proposal on
separate sheet with title
of the presentation. Limit
text to a 800-1200 word
single-spaced summary.
Use US letter paper
format, one inch (2.54
cm) margins, 12 pt font.
Times New Roman.
Name(s) of submitter(s)
should not appear on the
Submit proposals as a
Microsoft Word (v. 6.0 or
higher) or PDF
Follow instructions on our
website for registering
your submission, labeling
your file and uploading
your document. Our
website is:

All proof-reading is your
responsibility and must be
carried out prior to
submission. The editors
reserve the right not to
include any paper that, in
their opinion, will reduce
the quality of the

Evaluation Criteria
1. For ALL proposals, it:
Clearly states the area of
focus related to
transformative learning
Is grounded in a clearly
stated theoretical
Contributes original
knowledge to theory
and/or practice
Is clearly written

2. For papers: Research
design, theoretical approach
and/or practical setting
informing the position
forwarded is clearly
articulated and supported.
3. For experiential sessions:
Activities promote experiential
learning and are consistent
with the theoretical
4. For symposia: Panel includes
at last three to five different
perspectives informing the
theme chosen.

Evaluation (continued)
5. For roundtables: Research
design, theoretical approach,
and/or practical setting
informing the position
forwarded is presented;
discussion and questions
emerging from work-in-
progress are formulated.

Warrant statement
You will be required to agree
to the following warrant
statement when you submit
your proposal:
I (we) warrant that if my (our)
paper, experiential session,
symposium or roundtable
proposal is accepted, I (we)
will submit a formally written
summary for inclusion in the
conference proceedings. I
(we) agree that the summary
will be typed and single-
spaced and will respect the
maximum number of words
expected. I (we) understand
that if this summary is not
submitted by August 18
2014, my (our) presentation
will not be included as part of
the International
Transformative Learning
Conference in New York City
2014. I (we) also agree that
formatting of the document
according to conference
:pec||cct|cn: |: ny (cu|}
responsibility, and I (we)
understand that the
document will be returned to
me (us) if it does not meet
tnc:e :pec||cct|cn:.
Follow the Rule of Three no more than 3 submissions for each author

Hotel Recommendation Near Teachers College Columbia University
Aloft Harlem: 2296 Frederick Douglas Blvd, 866.961.2995
Hotel Newton: 2528 Broadway at 96
Street, 800.643.5553
On the Avenue: 2178 Broadway at 77
Street, 800.509.7598
The Lucerne: 201 West 79
Street at Amsterdam Avenue, 800.492.8122
Hotel Beacon: 2130 Broadway at 75
street, 800.572.4969

Vacation rentals, apartments and rooms for rent:
For additional student accommodations please visit our website.

Please check our website for updates on pre-conference
events, conference design and special events.
Registration details will be posted on our website:
Michel Alhadeff-Jones, Teachers Col lege, Columbia
Universi ty and Sunkhronos Institute
Will iam Brendel, University of St. Thomas
Amanda Feller, Pacific Lutheran University
Victoria Marsick, Teachers Coll ege, Col umbia University

Aliki Nicolaides, The Universi ty of Georgia

Stacey Robbins, Teachers Coll ege, Col umbia Universi ty

Ellen Scully Russ, The George Washington Uni versity

Steven Shapiro, Fi el ding Graduate University

Linden West, Canterbury Christ Church Uni versity

By 17 February 2014
Proposal submission

By 17 April 2014
Proposal acceptance

By 18 Aug 2014
Final paper submission