Transformative learning and identity formation on the ‘smiling coast’ of West Africa

This paper outlines research undertaken during a study visit to The Gambia (2008) and our thinking about the value of this, and other such visits for education students. The qualitative methodology made use of interviews and reflective journals. We argue that such visits may have the power to transform peoples’ values and, drawing on literature on identity and positioning, we tentatively suggest some possible explanations for such transformative processes. This kind of experience is thought to be of considerable potential benefit to beginning teachers and the paper indicates some of these benefits, with illustrations drawn from interview data.

Research highlights
► Study visits to The Gambia and other developing countries have the potential to enable transformative learning.
► Novelty space and the pedagogy of discomfort may increase this potential.
► A view of learning as discursive positioning is a useful way of explaining transformative pedagogy.