REVIEW OF RELATED LITERATURE

I. Introduction

Education plays an important part in everyone’s’ life

because it gives everybody a goal, objectives when everybody has
finished or fulfill their dreams through education.
Transformative comes from the word transform wherein we must
transform the education so that learners can engages in any part
in the transformative education. As we know that Transformative
Education it involves teaching and learning between the teacher
and the learner. The teachers must learn how to teach and
motivate students so that they make they part as to become a
healthy learners to take informed decisions and actions as an
individual in the community and global levels.
Everyone wants to build the world as a good citizens around
the world so we must learn how to read and write but we need also
learn how to collaborate, empathy, we know how to solve complex
problems and how to connect to other human beings and also in the
nature. Education can only be a transformative when the learners
feel valued, acknowledged, safe and if they are also included in
the learning community as a full and active members. This can be
starts when everyone from the world on how will prevents and
addressed the school violence and avoid bullying, same as to
gender-based violence as well as avoid discrimination towards
learners and educators. Teachers are also expected to transform
their teaching by ensuring that the curriculum, pedagogy learning
materials and schools or learning environments are meaningful in
the nations like being natural, political, economic, and cultural
contexts.
II. Body
In every school we must see to it that in transformative
education we will supposed to embrace the attitudes, views and
the meaning on how we will bring the students to learn the
different activities. In every action the teachers try to achieve
many goals such as they let the learner share their experiences
with each other. In addition, students’ needs to re-evaluate some
of their worldviews. Additionally, teachers attempt to empower
marginalized students in this manner. It is true that this method
cannot always be utilized, particularly when discussing non-
humanities fields. However, teachers should ensure that students
are not afraid to voice their opinions, even in this instance.
In turn, educators should empower these students and help them
become more open (Maringe & Gibbs, 2009, p. 41; Gardner & Kelly,
2008). In the long term, this openness can be important for
cooperation between students (Maringe & Gibbs, 2009, p. 41). More
importantly, they will be more willing to join their efforts in order
to achieve change. These are some of the main details that can be
distinguished.

This approach is beneficial because it enables students to

understand the diversity of the community in which they live
(Pacini-Ketchabaw, 2010, p. 162). In particular, they can see
that people living in this community may have various values and
attitudes. Moreover, transformative education encourages learners
to question the assumptions that they often take for granted.
In this way, learners can overcome some of their prejudices and
stereotypes (Taylor & Cranton, 2012, p. 136). This goal can be
particularly important for people living in multicultural communities.
It is possible to say that transformative education relies on the
holistic principle according to which learners should learn more about
their own identities, social relations, empathy, and so forth (Taylor
& Cranton, 2012).

It goes without saying that the tenets of this strategy

cannot always be implemented, particularly when a teacher is
required to introduce ideas that are not related to the
humanities. Mathematics and the natural sciences, for example,
allow for little room for subjective interpretation. One of the
restrictions that should be taken into consideration is this.
Nonetheless, teachers can utilize transformative education's
components even in these circumstances.
By encouraging students to express their opinions, for
example, a teacher can help them become better problem solvers.
When a teacher assigns a task, students may frequently be
encouraged to propose solutions. Students are usually reluctant
to do so, especially if their views diverge from the majority.
Student empowerment ought to receive a lot of attention as a
result.
In the specific field of education, theorists from a wide
range of disciplines have emphasised its power to transform
societies. In a recent account, Bhurekeni (2020), for example,
emphasises the need to update curricula at the very primary level
as a significant step for Zimbabweans to decolonise their
education system. Although the changes in curricula are only one
of the many steps required to bring change in the country’s
education system and the society as a whole, those changes are
significant to overcome what the author denotes as “imperial
forms of domination”. As Bhurekeni (2020:101) stresses, they
still influence the country’s social and political institutions.
Social change through education is not to change curricula. It
can be also achieved through education practices, policies of
inclusion of traditionally excluded social groups, and, for
example, through the engagement of the education community in
“alternative” forms of teaching and learning. Kalungwizi,
Gjøtterud, and Krogh (2019), for example, have shown the
significant role of participatory action research for
strengthening democratic relations in the educational system in
Tanzania.
III. Conclusion

The world's transformation, including the eradication of

poverty, injustice, and inequality, is fundamentally influenced
by education. It is the means by which human rights respecting
knowledge and skills are strengthened. Furthermore, through
education, we can create safe spaces for learning, enlightenment,
and development for all.

The learning process has changed over time. The need to

improve methods for transferring knowledge and skills from the
teacher to the student has driven education's evolution.
Transformative learning is more dynamic and holistic than
traditional teaching methods, in which teachers were restricted
to a rigid curriculum. The improvement of a child's understanding
of a subject is the primary objective of transformative learning.

By pursuing the child's interest, the teacher's primary

concern is unlocking the child's inherent potential. How to
motivate students is the foundation of transformative learning,
which places an emphasis on improving students' abilities. Thus,
a better learning environment and improved student performance
will result from the successful implementation of transformative
learning.

In general, this discussion suggests that transformative

education is a highly effective teaching and learning strategy.
Educators can assist students in personal development by
embracing their worldviews. Students will be more willing to
participate in various group activities and will become more
empowered as a result of this strategy. More importantly, this
strategy is essential for encouraging students' critical thinking
and openness. These are the primary distinctions that can be
made.

IV Recommendations

In order to that education will become transformative educators must

see to it that they will facilitate transformative learning
experiences such as:

 Create safe environments for students to share their

perspectives on the material
 Design engaging ways of presenting information so that
students can construct their own meaning, such as by role
plays, simulations, case studies
 Encourage students to discuss the material presented with
each other
 Provide a platform for reflection, including space to
explore any changes to their original perspectives

V. REFERENCES:

Gardner, M., & Kelly, U. (2008). Narrating Transformative

Learning in Education. New York, NY: Palgrave Macmillan.

Maringe, F., & Gibbs, P. (2009). Marketing Higher Education:

Theory and Practice. New York, NY: McGraw-Hill International.

Pacini-Ketchabaw, V. (2010). Flows, Rhythms, and Intensities of

Early Childhood Education Curriculum. New York, NY: Peter Lang.

Taylor, E., & Cranton, P. (2012). The Handbook of Transformative

Learning: Theory, Research, and Practice. New York, NY: John
Wiley & Sons.

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