Transformative education : pathways to identity, independence and hope

The number of Australians who are experiencing disadvantage, homelessness and marginalisation is increasing. The reality of life for these people includes poor physical and mental health, substance abuse, domestic violence, financial difficulties, inferior housing, family breakdown and unemployment. The durability of disadvantage and the impact of such factors can lead to people disengaging from society. In this context, educators and community organisations are challenged to engage with such people in ways which enable them to move from a situation of dependence to being empowered to make their own decisions. The importance of the role of education in assisting people to move beyond disadvantage is based upon positive correlations between education and the health, resilience and wellbeing. However, disadvantaged people most in need of access to education and the critical pathway it provides to transformative learning and social inclusion are often those least likely to access it. The question remains as to what is the nature of such transformative education. This article explores the theory of hope as a basis for transformative education, examining in particular two key aspects of hope theory: the development within marginalised people of a sense of their own agency to set goals; and a belief in their ability to choose pathways that will help them achieve those goals. The authors suggest there are three central elements to transformative education: appropriate strategies; innovative partnerships; and, purposeful reflection. The Clemente Australia program is a community-embedded socially-supported university education. It is examined in detail as a case study of transformative education, with research data provided on its impact on people experiencing disadvantage or social isolation. The authors conclude that such education has resulted in enhancing the life opportunities and choices of disadvantaged Australians, and raise some issues needing further inquiry. [Author abstract, ed]