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Transformative Writing Among Inner-Cty Adults : A Case Study Evaluation of the Open Roads, Life Learning Pilot Program. by Dianne Kristjansson, Canadian Centre for Policy Alternatives- Manitoba. 2011.
Transformative Writing among Inner-City Adults is a case study presented by Diane Kristjansson about a transformative writing and life leaning pilot project (Open Roads). The idea was to implement a transformative life writing model that Joanne Klassen introduced in 1998 in inner-city Winnipeg and to assess whether adult participants responded positively to a less competitive, community-centered approach to education. Interviews with participants, administrators and co-facilitators were conducted and showed an overwhelming positive response for the program along with a high participant completion rate. While obviously very successful, the study leaves the reader unconvinced of whether transformative learning or the caring, devoted teachers have yielded these excellent results.
Transformative learning is a teaching style by which assimilated beliefs are questioned, become open and can be validated or rejected. It is a process "by which adults come to recognize culturally induced dependency roles and relationships and the reasons for them and to take action to overcome them." The case study shows that project participants used creative writing as a way to express themselves and to engage in the transformative learning process. The instruction consisted of four eight-week (24 hours) programs spread over a year and a half. By using creative writing, transformative learning is a practical solution to adult education that is intimately tied to the creation of a protective "sanctuary" in which participants can share their writing and experiences while feeling safe.
The sanctuary has three requirements. It must: keep the transformative learning space open, create an environment where people want to learn and nurture peer relationships. These needs were met by, for example, playing soft background music before each class began, practicing free and confidential journal writing and completing team-based reading exercises where each member had a piece to contribute to the group. Participants responded positively to all of these items and cited reduced depression and a beneficial change in personal perspective as positive results of the Open Roads program.
Unfortunately, the praise of the session’s facilitators by the participants leaves one to wonder whether it is the method of instruction or the instructors which have procured such a positive response. For example, when one adult states "I remember when I wrote that and she [the co-facilitator] looked at me with that sparkle in her eye. I never knew someone could praise my writing so much with a look…" it would seem that the participant developed a strong connection with the facilitator. While this is not at all an undesirable situation, it does leave policy makers to wonder whether or not that factor is solely responsible for the project’s success. It would seem advisable to wait until more data is collected on this learning method before recommending that the Open Roads program be implemented in our city.
Reviewed by Kevin Unrau
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Thursday, 17 May 2012 
