@article{hoggan_hoggan-kloubert_2023, title={Critiques and evolutions of transformative learning theory}, volume={1}, ISSN={["1464-519X"]}, DOI={10.1080/02601370.2022.2164434}, abstractNote={ABSTRACT This article traces three key critiques (insufficient consideration of emotions, insufficient attention to social interaction, and insufficient theoretical foundations) of Mezirow’s theory of transformative learning in the field of adult education, with emphasis on discussions that have played out in the pages of the International Journal of Lifelong Education. This article then shows how these critiques played a larger role in the evolution of the literature of the theory, and then it points to fruitful future directions of theory development.}, journal={INTERNATIONAL JOURNAL OF LIFELONG EDUCATION}, author={Hoggan, Chad and Hoggan-Kloubert, Tetyana}, year={2023}, month={Jan} }
 @article{hoggan_hoggan-kloubert_owen_2023, title={Living Democracy: Social Structures that Promote Civic Learning}, volume={34}, ISSN={["2162-4070"]}, url={https://doi.org/10.1177/10451595221149765}, DOI={10.1177/10451595221149765}, abstractNote={ Democracy is not only a system of government, but also an overarching way of living together. It is through the social structures we live in and the resulting social relations, behaviors, and norms emanating from those structures, that we learn how to live together, democratically or otherwise. Adult education can promote the learning of democracy by helping people develop social structures that are democratic in form and function. Drawing on examples from Europe and the U.S., this article presents two such structures: (1) the system of voluntary associations in Germany; and (2) sociocracy as a form of democratic institutional governance. This article discusses how these structures can promote processes through which participants practice living democratically. Six principles for adult civic learning are thus derived: Inclusivity, Horizontal Relationships, Polycentricity, Confluence of Expert and Amateur, Interdependence between Specific Situations and Larger Contexts, and the Reciprocal Nature of Civic Learning and Solidarity. }, number={3}, journal={ADULT LEARNING}, author={Hoggan, Chad and Hoggan-Kloubert, Tetyana and Owen, Renee}, year={2023}, month={Aug}, pages={168–180} }
 @article{hoggan_hoggan-kloubert_2023, title={The Ethics of Radical and Transformative Education}, volume={7}, ISSN={["1552-3047"]}, url={https://doi.org/10.1177/07417136231187840}, DOI={10.1177/07417136231187840}, abstractNote={ This article presents a framework for ethics for radical and transformative education. Taking as a starting point ethical perspectives by which educators of adults are justified in imposing upon, coercing, and manipulating adult learners in the name of social justice, this article highlights the necessary connection between pedagogies and learning outcomes. It positions democracy, with its concomitant respect for human dignity, as the raison d'être of the field of adult education. Therefore, adult education practice should support democratic capabilities, respect learner autonomy, and allow for plurality. From both consequentialist and deontological ethical perspectives, it is argued that methods of instruction that undermine democracy cannot also be claimed to support democracy. }, journal={ADULT EDUCATION QUARTERLY}, author={Hoggan, Chad and Hoggan-Kloubert, Tetyana}, year={2023}, month={Jul} }
 @article{mckinney_hoggan_2022, title={Language, identity, & social equity: educational responses to dialect hegemony}, volume={6}, ISSN={["1464-519X"]}, url={https://doi.org/10.1080/02601370.2022.2083249}, DOI={10.1080/02601370.2022.2083249}, abstractNote={ABSTRACT For educators committed to promoting social equity, the question of how to address dialect hegemony is increasingly important. While linguists have long accepted the concept of dialect equality, educators have struggled with the issue, sparking a history of controversy and debate underscoring larger social issues of diversity and equity. For decades, educators have struggled with the most fundamental questions of when, how, and towards what purpose to address linguistic diversity. Drawing from the literature, debates, and practices in the U.S., this article examines the evolution of educational responses to the interrelated issues of disrespect for stigmatised dialects, expectations for Standard English in academic and professional settings, and students’ developing sense of self and authentic voice. Different pedagogies for addressing linguist diversity are reviewed and compared, including code-switching, literary analysis, and code-meshing. These pedagogies build on each other and are moving in the direction of greater alignment, with important considerations for educators who seek to broaden their understanding of linguistic diversity as part of an overarching commitment to equity and social justice.}, journal={INTERNATIONAL JOURNAL OF LIFELONG EDUCATION}, author={McKinney, Emry and Hoggan, Chad}, year={2022}, month={Jun} }
 @article{hoggan-kloubert_hoggan_2022, title={Post-Truth as an Epistemic Crisis: The Need for Rationality, Autonomy, and Pluralism}, volume={2}, ISSN={["1552-3047"]}, url={https://doi.org/10.1177/07417136221080424}, DOI={10.1177/07417136221080424}, abstractNote={ Contemporary society is experiencing an epistemic crisis, evidenced by such “post-truth” phenomena as “alternative facts.” Traditional notions related to knowledge and Truth have been under continual, partly justifiable, attack under the eclectic banner of postmodernism, and alternative epistemic foundations (essential for democracy to function) have not been provided. Drawing on the European and North American literature of political theory, philosophy, and adult education, this article offers an update and defense of three core epistemic concepts: rationality, autonomy, and pluralism. To address the epistemic crisis, adult education needs to develop epistemically responsible learners, promote diverse public learning spaces (agoras), and teach learners how to engage in meaningful dialogue outside of their own echo chambers. }, journal={ADULT EDUCATION QUARTERLY}, publisher={SAGE Publications}, author={Hoggan-Kloubert, Tetyana and Hoggan, Chad}, year={2022}, month={Feb} }
 @book{hoggan_hoggan-kloubert_2021, title={Adult Learning in a Migration Society}, url={http://dx.doi.org/10.4324/9781003124412}, DOI={10.4324/9781003124412}, journal={Routledge}, publisher={Routledge}, author={Hoggan, Chad and Hoggan-Kloubert, Tetyana}, year={2021}, month={Nov} }
 @article{hoggan_2021, title={Editor's Note: Transformative Education Throughout the Life Span}, volume={19}, ISSN={["1552-7840"]}, DOI={10.1177/1541344620976547}, abstractNote={Is transformation a uniquely adult phenomenon? One perspective on this question can be seen in the writings of Mezirow (1991, 2004), where he claims that childhood is the time for formation and adulthood is the time for transformation. Part of Mezirow’s argument is that transformation needs to be driven by self-directed, metacognitive processes. In essence, he argues that adults should critically evaluate the taken-for-granted assumptions assimilated from societal upbringings and decide for themselves whether they will continue to believe them. (This is, of course, an oversimplification of Mezirow’s theory.) Addressing this metacognitive aspect of Mezirow’s theory, Sharan Merriam (2004) points out that his espoused processes presuppose that learners have higher levels of cognitive development, which cannot necessarily be assumed to exist even in adulthood. Acknowledging Merriam’s critique, Mezirow (2004, p. 69) added that the role and duty of adult education is “to help these adults acquire the insight, ability and disposition to realize this potential (for perspective transformation) in their lives.” This dialogue between Merriam and Mezirow points to the possibility that transformative education encompasses more than just promoting immediate, dramatic change, but that it also includes (and is arguably more justifiable in) the teaching and developing of processes that make possible and hold the potential for long-term transformative effects (Hoggan & Kloubert, 2020). And if this is the case, then although perspective transformation as defined by Mezirow may likely be restricted to adulthood, transformative education (in terms of promoting processes}, number={1}, journal={JOURNAL OF TRANSFORMATIVE EDUCATION}, author={Hoggan, Chad}, year={2021}, month={Jan}, pages={3–6} }
 @article{yadusky_kheang_hoggan_2021, title={Helping Underprepared Students Succeed: Minimizing Threats to Identity}, volume={45}, ISSN={["1521-0413"]}, DOI={10.1080/10668926.2020.1719939}, abstractNote={ABSTRACT Although the practice of channeling students who are labeled as academically underprepared into developmental education courses has been a ubiquitous practice among community colleges, the vast majority of these students are not completing their developmental coursework, much less their desired credential. This research illustrates the experiences and challenges that students encountered in their pre-curriculum courses. The research conducted in-depth interviews with 16 students who successfully completed or were on track to complete their developmental coursework at a two-year MSI. Framed by Schlossberg’s transition theory, findings showed that being labeled as “underprepared” generated feelings of isolation, stigmatization, and a lack of control, which we argue are threats to identity that led to strong emotional and behavioral reactions. As many colleges are looking for new approaches to address the challenge of so-called student underpreparedness, we argue that the design of developmental interventions, and indeed of all community college structures, should accommodate and support students’ fledgling identities as college students.}, number={6}, journal={COMMUNITY COLLEGE JOURNAL OF RESEARCH AND PRACTICE}, author={Yadusky, Kaye and Kheang, Somanita and Hoggan, Chad}, year={2021}, month={Jun}, pages={423–436} }
 @article{kloubert_hoggan_2021, title={Migrants and the Labor Market The Role and Tasks of Adult Education}, volume={32}, ISSN={["2162-4070"]}, url={https://doi.org/10.1177/1045159520977713}, DOI={10.1177/1045159520977713}, abstractNote={ The process of migration to a new country brings with it a host of challenges, and therefore also learning needs. Some countries have systems in place to facilitate the transition of migrants into society, often including adult education programs. Those programs, however, cannot be effective if blithely designed in ignorance of the interrelationship between established systems for facilitating integration and the experiences of migrants during the integration process. Focusing on the transition into the labor market and drawing on the expertise of adult educators who work in these systems in Germany, this article explores several stumbling blocks that make a successful integration for migrants more difficult and describes three strategies to address them: challenging the logic of the labor market, dealing with failure, and acknowledging multiple forms of discrimination. The analysis of Germany can provide insights that are useful in other national contexts. }, number={1}, journal={ADULT LEARNING}, publisher={SAGE Publications}, author={Kloubert, Tetyana and Hoggan, Chad}, year={2021}, month={Feb}, pages={29–39} }
 @article{chad_2020, title={Defining and Analyzing Transformative Learning}, volume={8}, url={https://doi.org/10.4467/25439561LE.20.007.12998}, DOI={10.4467/25439561LE.20.007.12998}, abstractNote={There is an important difference between the phenomena we study and the names we call them or theories we use to explain them. Transformative learning theory is a human construction designed to describe a phenomenon, but it is imperfect at best. The author advocates a delineation of the terms. Namely, the term perspective transformation should be used to refer to Mezirow’s theory because it has only ever been used for his specific theory. The term transformative learning should be used to refer to the broad range of theories (including Mezirow’s) that attempt to describe and explain dramatic changes in how people experience, conceptualize, and interact with the world. The author uses transformative learning in adult education investigations to understand the experiences of military veterans transitioning from combat to civilian life, of breast cancer survivors navigating the psycho-social transition of their disease, of students from backgrounds of poverty attending community college, and even the negative transformation of people becoming radicalized into violent terrorism. There are many more situations that cause people to change, and those specific situations shape the processes that lead to change and therefore shape the eventual outcomes of that change. All of the theories and constructs in the transformative learning literature are nothing more than human creations designed to explain the phenomena associatedwith dramatic learning and change in adulthood. The value of transformative learning as a metatheory is to provide constructs in the form of analytic tools that scholars from disparate disciplines can use in working together to create better, more useful constructs for understanding that phenomena. There are identified and presented the analytic tools (definition, criteria, typology) to provide a framework for scholars to think carefully and with clarity about what they mean when using the word “transformation”. The need in more holistic, interdisciplinary understandings of transformative learning is substantiated, thus promoting the use of transformative learning as a metatheory.}, journal={Labor et Educatio}, publisher={Uniwersytet Jagiellonski - Wydawnictwo Uniwersytetu Jagiellonskiego}, author={Chad, Hoggan}, year={2020}, pages={109–124} }
 @article{hoggan_2020, title={Editor's Preface: Striving to Build a Better World}, volume={18}, ISSN={["1552-7840"]}, DOI={10.1177/1541344620927823}, number={3}, journal={JOURNAL OF TRANSFORMATIVE EDUCATION}, author={Hoggan, Chad}, year={2020}, month={Jul}, pages={187–189} }
 @article{hoggan_2020, title={Mentoring in Adult Education: A Tribute to Patricia Cranton}, volume={2020}, ISSN={1052-2891 1536-0717}, url={http://dx.doi.org/10.1002/ace.20403}, DOI={10.1002/ace.20403}, abstractNote={Abstract}, number={167-168}, journal={New Directions for Adult and Continuing Education}, publisher={Wiley}, author={Hoggan, Chad}, year={2020}, month={Sep}, pages={119–126} }
 @misc{hoggan_2020, title={Transformative Learning}, ISBN={9780199756810}, url={http://dx.doi.org/10.1093/obo/9780199756810-0263}, DOI={10.1093/obo/9780199756810-0263}, abstractNote={Originating and most often used in the discipline of adult education, the term transformative learning “refers to processes that result in significant and irreversible changes in the way a person experiences, conceptualizes, and interacts with the world” (“Transformative Learning as a Metatheory: Definition, Criteria, and Typology.” Adult Education Quarterly 66.1 [2016]: p. 71, cited under Origins and Overviews). Its origins are in a white paper published in 1978, wherein Jack Mezirow of Teachers College, Columbia University, reported the results of a study of women’s re-entry work programs in community colleges across the United States (Education for Perspective Transformation. Women’s Re-Entry Programs in Community Colleges [1978], cited under Origins and Overviews). In this report, he coined the term perspective transformation to describe the profound changes experienced by some of the women in their study. Over the next several decades, Mezirow developed and continually refined this concept into a comprehensive theory of adult learning, always maintaining a focus on the transformative potential of learning, i.e., its ability to help learners change in fundamental ways rather than merely adding knowledge or skills. During this theory development, his use of terms extended beyond perspective transformation, as he referred to his work as transformation theory and then transformative (or transformational) learning theory. From these beginnings, a large base of literature emerged addressing the profound changes that are possible from learning in adulthood. Of the various names used over time by Mezirow and others, transformative learning is the most ubiquitous term in this scholarship. It is used to refer to Mezirow’s evolving theory of adult learning, but it is also used to refer to any of a number of theories that focus on significant changes that learning can have on people, especially those changes that are not adequately encompassed by the usual descriptors: knowledge, skills, and attitudes. Many of these theories were developed independent of Mezirow’s work, sometimes even prior to it. It is probably most accurate to say that transformative learning is not a single theory, but rather a collection of theories around a similar phenomenon. This collection of theories (and more commonly called “approaches” to transformative learning) derived from numerous, disparate disciplinary perspectives that often had little theoretical connection with each other. Therefore, when scholars write about transformative learning, they may be referring to Jack Mezirow’s theory, another theory in the adult education literature that addresses transformation, or the range of theories (or approaches) as a whole. Nevertheless, beginning with Mezirow there has arisen a literature around the phenomenon of the transformative potential of adult learning. Although historically this literature has been mostly by North American scholars, it is increasingly being used by scholars in other countries (especially Europe) and disciplines. This article organizes and presents some of the most prominent pieces within that literature.}, journal={Education}, publisher={Oxford University Press}, author={Hoggan, Chad}, year={2020}, month={Nov} }
 @article{hoggan_kloubert_2020, title={Transformative Learning in Theory and Practice}, volume={70}, ISSN={["1552-3047"]}, DOI={10.1177/0741713620918510}, abstractNote={This is a response to “The Ethical Knower: Rethinking Our Pedagogy in the Age of Trump” by Elana Michelson. We appreciate Michelson’s critical evaluation of the appropriateness of transformative learning and the use of personal narrative, as well as the frames and tools she offers to help us deal with current challenges such as “epistemological chaos” in the “age of Trump.” Michelson’s distinction between epistemological and hermeneutic analysis, as well as her conception of meaning perspectives as social/cultural foundations of identity, are helpful insights. The educational practices she finds disturbing are indeed ineffective approaches to teaching, and we are inspired by her invitation directed to “us as a community to struggle toward a more honest assessment of how our field might better respond to the phenomena that led to the age of Trump.” In this response, we talk further about some points made in Michelson’s article, elaborating on several issues and offering alternative perspectives that we believe may be productive paths forward. We do this in three parts, by (a) engaging in a critique of some of Michelson’s statements and positions, (b) elaborating on the conceptions of transformative learning in practice, and (c) expanding on the discussion of epistemological and hermeneutic analysis.}, number={3}, journal={ADULT EDUCATION QUARTERLY}, author={Hoggan, Chad and Kloubert, Tetyana}, year={2020}, month={Aug}, pages={295–307} }
 @article{robbins_hoggan_2019, title={Collaborative Learning in Higher Education To Improve Employability: Opportunities and Challenges}, volume={2019}, ISSN={1052-2891 1536-0717}, url={http://dx.doi.org/10.1002/ace.20344}, DOI={10.1002/ace.20344}, abstractNote={Abstract}, number={163}, journal={New Directions for Adult and Continuing Education}, publisher={Wiley}, author={Robbins, Stacey and Hoggan, Chad}, year={2019}, month={Sep}, pages={95–108} }
 @article{hoggan_2019, title={Foxes and Hedgehogs: The Value of Transformation (and Any Other) Theory}, volume={17}, ISSN={["1552-7840"]}, DOI={10.1177/1541344619870334}, number={4}, journal={JOURNAL OF TRANSFORMATIVE EDUCATION}, author={Hoggan, Chad}, year={2019}, month={Oct}, pages={295–298} }
 @book{hoggan_browning_2019, place={Cambridge, MA}, title={Transformational learning in community colleges: Charting a course for academic and personal success}, ISBN={978-1-68253-405-2}, publisher={Harvard Education Press}, author={Hoggan, C. and Browning, B.}, year={2019}, month={Nov} }
 @article{hoggan_2018, title={The Current State of Transformative Learning Theory: A Metatheory}, volume={7}, ISSN={1925-4873}, url={http://dx.doi.org/10.7202/1054405ar}, DOI={10.7202/1054405ar}, abstractNote={
          This article presents a perspective on the current state of transformative learning theory. It shows how the literature surrounding transformative learning caused it to evolve into a metatheory. This article then offers a definition of transformative learning as a, as well as three criteria that delimit the learning phenomena that the metatheory encompasses. To illustrate how scholars might evaluate epistemological change in terms of its part in an overall transformation, this article explores how and when epistemological change can be considered transformative.
        }, number={3}, journal={Phronesis}, publisher={Consortium Erudit}, author={Hoggan, Chad}, year={2018}, month={Dec}, pages={18–25} }
 @article{hoggan_bartlett_2017, place={IT}, title={Creative Expression in Professional Development}, volume={12}, ISSN={2499-507X}, url={https://doi.org/10.3280/EXI2017-002001}, DOI={10.3280/exi2017-002001}, abstractNote={Educational theorists have long touted the developmental benefits of engaging in creative endeavors, such as photography, creative writing, and so forth, yet few professional development programs incorporate creative expression into their curricula. This article briefly reviews the work of Fromm, Marcuse, Jung, and Heron to explore possible justifications and explanations of the developmental and organizational benefits that are possible from creative expression. This article argues that a unifying premise of these theorists is that creative expression promotes autonomy. It concludes by providing an example of how a pedagogy utilizing creative expression can meet immediate learning objectives in addition to the longer term outcome of increased autonomy and discusses how such pedagogies can be incorporated into professional development programs.}, number={2}, journal={EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING}, publisher={FrancoAngeli}, author={Hoggan, Chad and Bartlett, Michelle}, year={2017}, month={Dec}, pages={ 5–15} }
 @article{hoggan_2017, title={Editor's Note}, volume={15}, ISSN={["1552-7840"]}, DOI={10.1177/1541344616684247}, number={1}, journal={JOURNAL OF TRANSFORMATIVE EDUCATION}, author={Hoggan, Chad}, year={2017}, month={Jan}, pages={4–5} }
 @article{hoggan_2017, title={Editor's Note}, volume={15}, ISSN={["1552-7840"]}, DOI={10.1177/1541344617728164}, number={4}, journal={JOURNAL OF TRANSFORMATIVE EDUCATION}, author={Hoggan, Chad}, year={2017}, month={Oct}, pages={275–276} }
 @article{hoggan_2017, title={Editor's note}, volume={15}, DOI={10.1177/1541344617714111}, abstractNote={As you may have noticed, we are intentionally broadening the reach of JTED to more international audiences. The roots of the journal are, of course, in North America. However, we believe the discourse in this journal will benefit from the additional perspectives and scholarly norms of scholars from around the world. The addition of the two new co-editors, Fergal Finnigan from Ireland and Kaisu Mälkki from Finland, is helping the journal expand its reach to European scholars, as we are increasingly accessing their professional networks for article submissions and reviewers. In line with this goal, this issue presents scholarly work addressing issues in five countries: Australia, Canada, Uganda, and the U.S. In our first article, Merga and Booth examine the intersectionality of colonial privilege and anti-indigenous racism demonstrated in Australian sport and communicated through social media. They suggest formalized secondary classroom opportunities to confront racism and transform social awareness and discourse through literacy curriculum. Next, Troop explores the relationship between creative activities and transformative learning in a Canadian context. She and her participants identify creative acts as exposing one’s vulnerabilities through a series of interpretive acts that involve generating, experimenting, collaborating, reflecting, and acting on novel ideas. In our third article, Westoby & Lyons study the roles of pedagogy and a community organizing approach in influencing critical thinking and social action through sustainability schools and communities in contexts where citizens are vulnerable to post-colonial natural resource extraction and subsequent community marginalization in Uganda. They emphasize the collective, political, and participatory dimensions of transformative learning and action. Finally, Tharp investigates the consequences of large-scale, first year college student diversity education for increasing cultural competence in the U.S. He notes how first-year college students qualitatively engage specific content within a diversity workshop and its impact on cultural competence beyond bias reduction. The diverse contexts addressed in this issue are representative of the broad array of learning and living situations where transformative education—in some form—is happening. Taken together, we hope this issue provides useful insights gleaned from around the globe into the transformation of awareness and action in individual, social, and structural contexts.}, number={3}, journal={Journal of Transformative Education}, author={Hoggan, Chad}, year={2017}, pages={183–183} }
 @inbook{hoggan_2017, title={Exercising Clarity with Transformative Learning Theory}, ISBN={9781137557827 9781137557834}, url={http://dx.doi.org/10.1057/978-1-137-55783-4_3}, DOI={10.1057/978-1-137-55783-4_3}, abstractNote={Transformative learning suffers from evacuation, or the use of a term to refer to such a wide variety of phenomena that it loses any distinctive meaning. Hoggan addresses this problem in three ways. First, this chapter provides a historical overview of the evolution of the learning outcomes described in the transformative learning literature. It then positions transformative learning as a metatheory and provides a suitable definition. Three criteria of depth, breadth, and relative stability are offered as parameters around the metatheory. Last, this chapter presents a typology of transformative learning outcomes, and demonstrates how the criteria and typology can work together to exercise clarity around transformative learning.}, booktitle={The Palgrave International Handbook on Adult and Lifelong Education and Learning}, publisher={Palgrave Macmillan UK}, author={Hoggan, Chad}, year={2017}, month={Oct}, pages={35–52} }
 @article{desmarais_simons-rudolph_brugh_schilling_hoggan_2017, title={The state of scientific knowledge regarding factors associated with terrorism.}, volume={4}, ISSN={2169-4850 2169-4842}, url={http://dx.doi.org/10.1037/TAM0000090}, DOI={10.1037/TAM0000090}, abstractNote={We conducted a systematic review of the contemporary scientific literature to (a) identify consensus, where it exists, regarding factors associated with membership in terrorist organizations and/or perpetration of terrorist attacks; (b) drive future research directions; and (c) inform evidence-based counterterrorism strategies. Systematic searches of 6 databases identified 205 articles that met inclusion criteria. Of these, 50 articles reported on findings of empirical research, 24 reported inferential statistics, and 6 of these compared characteristics of known terrorists to nonterrorists. Across various aspects of terrorism and terrorists (e.g., type of terrorist, attack type), articles rarely specified their focus. When examined factors typically focused on characteristics of the individual. Review of the empirical findings suggest 9 variables with at least some support for their association with terrorism: age, socioeconomic status, prior arrest, education, employment, relationship status, having a grievance, geographic locale, and type of geographic area. However, given the limitations of the research, there is insufficient evidence to conclude that any of these variables are empirically supported risk factors. Findings identified additional characteristics of an individual (i.e., country of birth, Islamic faith, military experience, foreign travel history, family or friend in a terrorist or extremist organization) and their environment (i.e., income inequality, media and government influences) that merit further evaluation. Findings also emphasized the importance of a triggering event. Finally, findings indicate that some widely accepted “risk” factors have limited empirical support for their association with terrorism. A focus on these factors might contribute to discrimination and reduce the effectiveness of counterterrorism strategies.}, number={4}, journal={Journal of Threat Assessment and Management}, publisher={American Psychological Association (APA)}, author={Desmarais, Sarah L. and Simons-Rudolph, Joseph and Brugh, Christine Shahan and Schilling, Eileen and Hoggan, Chad}, year={2017}, month={Dec}, pages={180–209} }
 @article{roessger_greenleaf_hoggan_2017, title={Using data collection apps and single-case designs to research transformative learning in adults}, volume={23}, ISSN={1477-9714 1479-7194}, url={http://dx.doi.org/10.1177/1477971417732070}, DOI={10.1177/1477971417732070}, abstractNote={ To overcome situational hurdles when researching transformative learning in adults, we outline a research approach using single-case research designs and smartphone data collection apps. This approach allows researchers to better understand learners’ current lived experiences and determine the effects of transformative learning interventions on demonstrable outcomes. We first discuss data collection apps and their features. We then describe how they can be integrated into single-case research designs to make causal inferences about a learning intervention’s effects when limited by researcher access and learner retrospective reporting. Design controls for internal validity threats and visual and statistical data analysis are then discussed. Throughout, we highlight applications to transformative learning and conclude by discussing the approach’s potential limitations. }, number={2}, journal={Journal of Adult and Continuing Education}, publisher={SAGE Publications}, author={Roessger, Kevin M and Greenleaf, Arie and Hoggan, Chad}, year={2017}, month={Sep}, pages={206–225} }
 @article{hoggan_2016, title={A typology of transformation: Reviewing the transformative learning literature}, volume={48}, ISSN={0266-0830 1478-9833}, url={http://dx.doi.org/10.1080/02660830.2016.1155849}, DOI={10.1080/02660830.2016.1155849}, abstractNote={Abstract This article depicts the literature on transformative learning theory in two ways. First, it conveys an historical evolution of the theory that has taken place over the past four decades. Second, it reviews the research literature on transformative learning within the field of adult education over the past 12 years in terms of its portrayal and description of learning outcomes. Based on these depictions, this article offers a reconceptualisation of transformative learning as a metatheory under which specific theories aggregate. It provides a new definition of transformative learning that is capable of encompassing the wide variety of learning outcomes conveyed in the research literature, as well as concepts to serve as criteria for learning outcomes to be considered transformative. Lastly, this article offers a typology for future scholars to use in articulating outcomes of transformative learning.}, number={1}, journal={Studies in the Education of Adults}, publisher={Informa UK Limited}, author={Hoggan, Chad}, year={2016}, month={Jan}, pages={65–82} }
 @article{hoggan_mälkki_finnegan_2016, title={Developing the Theory of Perspective Transformation}, volume={67}, ISSN={0741-7136 1552-3047}, url={http://dx.doi.org/10.1177/0741713616674076}, DOI={10.1177/0741713616674076}, abstractNote={ Mezirow’s theory of perspective transformation has proved to be a great asset to the scholarship of adult education and has provided a solid theoretical base for understanding complex learning phenomena. However, in the discussions surrounding Mezirow’s work, a certain “stuckness” appears which we think is unproductive. Critiques of Mezirow are often repeated, secondhand or thirdhand, causing important issues and tensions to become simplified and dichotomized, which causes complex aspects of the theory to lose the nuance that a good theory provides. This article draws on recent contributions to the literature in order to elaborate on the theory of perspective transformation in light of these recurring critiques. In so doing, we introduce three key concepts to the lexicon of perspective transformation: continuity, intersubjectivity, and emancipatory praxis. For each, we address the underlying omission or weakness in Mezirow’s theory and offer revised conceptualizations of the theory. }, number={1}, journal={Adult Education Quarterly}, publisher={SAGE Publications}, author={Hoggan, Chad and Mälkki, Kaisu and Finnegan, Fergal}, year={2016}, month={Oct}, pages={48–64} }
 @article{dirkx_hoggan_2016, title={Editor's Notes}, volume={14}, ISSN={["1552-7840"]}, DOI={10.1177/1541344616666910}, number={4}, journal={JOURNAL OF TRANSFORMATIVE EDUCATION}, author={Dirkx, John M. and Hoggan, Chad}, year={2016}, month={Oct}, pages={283–284} }
 @article{alpi_hoggan_2016, title={Recognizing the Value of Threshold Concepts: Application of a Conceptual Tool to Professional Students Learning to Be Researchers}, volume={57}, ISSN={0276-3877 1541-1117}, url={http://dx.doi.org/10.1080/02763877.2016.1121070}, DOI={10.1080/02763877.2016.1121070}, abstractNote={ABSTRACT Threshold concepts, as theorized by Meyer and Land, are key understandings, ways of thinking, and subjectivities that are necessary for newcomers to learn in order to participate successfully in a given field of study or practice. Every discipline and profession has threshold concepts, but often they are so integral to veterans’ participation in their field that they remain implicit until an effort is made to articulate tacit understandings into explicit learning outcomes for newcomers. Library and information science uses threshold concepts as a framework for educating all types of students in information literacy competencies expected of novice researchers. This report demonstrates how threshold concepts were articulated and implemented into a summer research scholars program for veterinary students. This article uses a typology of transformative learning outcomes as a guide to articulate threshold concepts specific for researchers in veterinary science. Through examining the context of a summer research scholars program for veterinary students, these concepts were further elucidated and considered in the implementation of information literacy learning opportunities for this program.}, number={2}, journal={The Reference Librarian}, publisher={Informa UK Limited}, author={Alpi, Kristine and Hoggan, Chad}, year={2016}, month={Feb}, pages={114–130} }
 @article{dees_moore_hoggan_2016, title={Reflective Practice and North Carolina’s Developmental
Reading and English Redesign Efforts}, volume={9}, number={1}, journal={NADE Digest}, author={Dees, L. and Moore, E. and Hoggan, C.}, year={2016}, pages={8–12} }
 @article{mayhew_hoggan_rockenbach_lo_2016, title={The Association Between Worldview Climate Dimensions and College Students’ Perceptions of Transformational Learning}, volume={87}, ISSN={1538-4640}, url={http://dx.doi.org/10.1353/jhe.2016.0026}, DOI={10.1353/jhe.2016.0026}, abstractNote={Based on 13,776 student respondents to the Campus Religious and Spiritual Climate Survey (CRSCS) across three academic years at 52 colleges and universities, this study examined how aspects of the campus climate for religious and spiritual diversity related to student perceptions of transformational learning in college. Perceived transformational learning was associated with college experiences that provoked new ways of thinking and presented challenges to preexisting assumptions of reality, ceteris paribus. Some effects were conditioned on students’ self-identified religion/worldview. Implications are discussed.}, number={5}, journal={The Journal of Higher Education}, publisher={Informa UK Limited}, author={Mayhew, Matthew J. and Hoggan, Chad and Rockenbach, Alyssa N. and Lo, Marc A.}, year={2016}, pages={674–700} }
 @article{mayhew_hoggan_rockenbach_lo_2016, title={The Association between Worldview Climate Dimensions and College Students' Perceptions of Transformational Learning}, volume={87}, ISSN={0022-1546 1538-4640}, url={http://dx.doi.org/10.1080/00221546.2016.11777418}, DOI={10.1080/00221546.2016.11777418}, abstractNote={Based on 13,776 student respondents to the Campus Religious and Spiritual Climate Survey (CRSCS) across three academic years at 52 colleges and universities, this study examined how aspects of the campus climate for religious and spiritual diversity related to student perceptions of transformational learning in college. Perceived transformational learning was associated with college experiences that provoked new ways of thinking and presented challenges to preexisting assumptions of reality, ceteris paribus. Some effects were conditioned on students' self-identified religion/worldview. Implications are discussed.}, number={5}, journal={The Journal of Higher Education}, publisher={Informa UK Limited}, author={Mayhew, Matthew J. and Hoggan, Chad and Rockenbach, Alyssa N. and Lo, Marc A.}, year={2016}, month={Sep}, pages={674–700} }
 @article{pellegrino_hoggan_2015, title={A Tale of Two Transitions}, volume={26}, ISSN={1045-1595 2162-4070}, url={http://dx.doi.org/10.1177/1045159515583257}, DOI={10.1177/1045159515583257}, abstractNote={ Surprisingly few empirical studies examine the experience of veterans as they transition into community college. Using Schlossberg’s transition model and 4S framework—situation, self, supports, and strategies—this article portrays a subset of findings from a qualitative study involving recent military veterans transitioning into community college. Findings comprise biographical vignettes of two female veterans entering their first year of community college. Although the findings align with some existing research, this study illustrates the complex and nuanced issues that veteran students face, including strained finances and lack of familiarity with college structure. For female veterans, these issues are often further complicated by circumstances such as motherhood and marriage. }, number={3}, journal={Adult Learning}, publisher={SAGE Publications}, author={Pellegrino, Lauren and Hoggan, Chad}, year={2015}, month={Apr}, pages={124–131} }
 @article{hoggan_militello_2015, title={Digital Stories to Promote Reflection and Community in Doctoral Education}, volume={63}, ISSN={0737-7363 1948-4801}, url={http://dx.doi.org/10.1080/07377363.2015.1042954}, DOI={10.1080/07377363.2015.1042954}, abstractNote={Chad Hoggan is Assistant Professor at North Carolina State University, Raleigh, NC. Matthew Militello is Professor & Wells Fargo Endowed Chair, East Carolina University, Greenville, NC. Address correspondence to Chad Hoggan, Assistant Professor, North Carolina State University, Campus Box 7801, Raleigh, NC 27695, USA (E-mail: cdhoggan@ncsu.edu). Digital Stories to Promote Refl ection and Community in Doctoral Education}, number={2}, journal={The Journal of Continuing Higher Education}, publisher={Informa UK Limited}, author={Hoggan, Chad and Militello, Matthew}, year={2015}, month={May}, pages={119–125} }
 @inbook{hoggan_2015, title={Informal Transformative Learning from a Life-Threatening Illness}, ISBN={9781466682658 9781466682665}, ISSN={2327-6983 2327-6991}, url={http://dx.doi.org/10.4018/978-1-4666-8265-8.ch005}, DOI={10.4018/978-1-4666-8265-8.ch005}, abstractNote={This chapter explores how a life-threatening illness, specifically breast cancer, is an important site of informal learning. Research literature on the psychosocial transition of breast cancer, posttraumatic growth, and transformative learning theory are connected. Based on research, a model for informal transformative learning is presented. Broadly, this model has three elements: Crisis, Coping, and Engagement. The model addresses ways that a life-threatening illness can cause acute challenges, and that transformative learning occurs when a particular type of challenge is particularly problematic based on the person's habitual ways of thinking and being. The model positions this type of learning as an adaptive response to changes in a person's physical or social context changes, as well as when her positionality is altered within existing social contexts. }, booktitle={Measuring and Analyzing Informal Learning in the Digital Age}, publisher={IGI Global}, author={Hoggan, Chad}, year={2015}, pages={64–79} }
 @article{evans_pellegrino_hoggan_2015, title={Supporting veterans at the community college: A review of the literature}, volume={21}, number={1}, journal={Community College Enterprise}, publisher={Schoolcraft College}, author={Evans, J. and Pellegrino, L. and Hoggan, C.}, year={2015}, pages={47–65} }
 @article{hoggan_2015, title={Transformative Learning as a Metatheory}, volume={66}, ISSN={0741-7136 1552-3047}, url={http://dx.doi.org/10.1177/0741713615611216}, DOI={10.1177/0741713615611216}, abstractNote={ This article addresses a significant problem with transformative learning theory; namely, that it is increasingly being used to refer to almost any instance of learning. This article offers several points of clarity to resolve this problem. First, it portrays a subtle but important evolution in the way the theory has been used in the literature and, as a solution, positions transformative learning as an analytic metatheory. It then presents a typology of transformative learning outcomes as a conceptual tool scholars can use to describe learning phenomena. Finally, this article suggests a definition and criteria for transformative learning to provide parameters around the phenomena that the metatheory of transformative learning should address. }, number={1}, journal={Adult Education Quarterly}, publisher={SAGE Publications}, author={Hoggan, Chad D.}, year={2015}, month={Nov}, pages={57–75} }
 @article{hoggan_2014, title={Insights From Breast Cancer Survivors}, volume={64}, ISSN={0741-7136 1552-3047}, url={http://dx.doi.org/10.1177/0741713614523666}, DOI={10.1177/0741713614523666}, abstractNote={ This study explored the processes by which a group of breast cancer survivors experienced positive learning and growth from their cancer experiences. The author argues that such learning and growth can be considered transformative learning, especially from ontological perspectives of the theory. The participants’ change process consisted of different types of experiences that can be classified as Crisis, Coping, and Engagement. These types of experiences illustrate a process of adaptation to a new context. The findings suggests that the specific context in which transformative learning occurs has a profound effect on the epistemology used to negotiate that learning and growth, and in turn shapes and informs the types of change that occur. }, number={3}, journal={Adult Education Quarterly}, publisher={SAGE Publications}, author={Hoggan, Chad}, year={2014}, month={Feb}, pages={191–205} }
 @article{hoggan_cranton_2014, title={Promoting Transformative Learning Through Reading Fiction}, volume={13}, ISSN={1541-3446 1552-7840}, url={http://dx.doi.org/10.1177/1541344614561864}, DOI={10.1177/1541344614561864}, abstractNote={This article is a report on research into the role of fiction in promoting transformative learning in higher education settings. Participants were 131 undergraduate and graduate students from two universities in the United States. To determine the type of learning promoted by reading fiction, we performed qualitative analyses on participants’ written reflections following a learning activity that included the reading of a fictional short story. Our major findings consisted of the following three categories: promoting change (with subcategories of promotes desire for change and stimulates change), new perspectives (with subcategories of opens eyes to new perspectives and opens new/more holistic perspectives), and fosters critical reflections. Supplementary findings were connections with personal experiences, emotional responses, and role models in the story. The types of learning described by our participants coincide with processes that promote transformative learning.}, number={1}, journal={Journal of Transformative Education}, publisher={SAGE Publications}, author={Hoggan, Chad and Cranton, Patricia}, year={2014}, month={Dec}, pages={6–25} }
 @article{hoggan_2014, title={Transformative Learning Through Conceptual Metaphors}, volume={25}, ISSN={1045-1595 2162-4070}, url={http://dx.doi.org/10.1177/1045159514546215}, DOI={10.1177/1045159514546215}, abstractNote={ This article presents findings from a research study wherein participants demonstrated the use of similes, metaphors, and analogies, termed conceptual metaphors, in response to disorienting dilemmas instigated by breast cancer. In this qualitative case study of 18 breast cancer survivors, conceptual metaphors were used in three distinct ways: (a) to uncover tacit ways of making meaning, (b) to name experiences, and (c) to imagine new possibilities. The experiences were considered transformative because the participants claimed new ways of thinking and being, leading to a fuller and richer lived experience. Educators aspiring to promote transformative learning may want to add techniques that incorporate conceptual metaphors to their (metaphorical) toolbox of pedagogical resources. }, number={4}, journal={Adult Learning}, publisher={SAGE Publications}, author={Hoggan, Chad}, year={2014}, month={Aug}, pages={134–141} }
 @inbook{cranton_hoggan_2012, place={San Francisco}, title={Evaluating Transformative Learning}, ISBN={978-1-118-21893-8}, booktitle={The Handbook of Transformative Learning: Theory, Research, and Practice}, publisher={Jossey-Bass}, author={Cranton, P. and Hoggan, C.}, editor={Taylor, Edward W. and Cranton, PatriciaEditors}, year={2012}, month={Apr}, pages={520–535} }
 @book{hoggan_simpson_stuckey_2009, place={Malabar, FL}, title={Creative expression in transformative learning: Tools and techniques for educators of adults}, ISBN={978-1-57524-297-2}, publisher={Krieger Publishing}, year={2009} }
 @inbook{hoggan_2009, place={Malabar, FL}, title={The power of story: Metaphors, literature, and creative writing}, ISBN={978-1-57524-297-2}, booktitle={Creative expression in transformative learning: Tools and techniques for educators of adults}, publisher={Krieger Publishing}, author={Hoggan, C.}, editor={Hoggan, C. and Simpson, S. and Stuckey, H.Editors}, year={2009}, pages={51–74} }
 @inbook{hoggan_simpson_stuckey_2009, place={Malabar, FL}, title={Transformative learning, multiple ways of knowing, and creativity theory in progress}, ISBN={978-1-57524-297-2}, booktitle={Creative expression in transformative learning: Tools and techniques for educators of adults}, publisher={Krieger Publishing}, author={Hoggan, C. and Simpson, S. and Stuckey, H.}, editor={Hoggan, C. and Simpson, S. and Stuckey, H.Editors}, year={2009}, pages={7–28} }
 @inbook{hoggan_simpson_stuckey_2009, place={Malabar, FL}, title={Using creative expression in adult learning contexts}, ISBN={978-1-57524-297-2}, booktitle={Creative expression in transformative learning: Tools and techniques for educators of adults}, publisher={Krieger Publishing}, author={Hoggan, C. and Simpson, S. and Stuckey, H.}, editor={Hoggan, C. and Simpson, S. and Stuckey, H.Editors}, year={2009}, pages={157–177} }