Transformative learning involves experiencing a deep, structural shift in basic premises of thought, feelings, and actions. It is a shift of consciousness that dramatically and permanently alters our way of being in the world. Such a shift involves our understanding of ourselves and our self-locations; our relationships with other humans and with the natural world; our understanding of relations of power in interlocking structures of class, race and gender; our body awarenesses; our visions of alternative approaches to living; and our sense of possibilities for social justice and peace and personal joy.

About TLC:

Objectives:

The main objectives of the Transformative Learning Centre are as follows:

To provide a forum for the discussion of interdisciplinary issues related to learning in community and global transformation.
To provide an inter-departmental structure for community-university partnerships in research and field development.
To provide a means for faculty and students to participate in specific networks requiring membership from a community-university base rather than formal academic structures.
To support inter-departmental graduate instruction in the areas of Transformative Learning Studies and Environmental Adult Education.
To provide a Departmental focus for international activities, the 'community and global transformation' specialization and for International Resource Collection.

Background:

The Transformative Learning Centre (TLC) was created in September of 1993 by the coming together of several OISE Faculty members, some students and interested community partners. What the various faculty members, students and community members were looking for was a way of creating a stronger sense of community and collaboration in broad areas of environmental, feminist, anti-racist, aboriginal, adult and popular education theory and practice.

The faculty who came together were basically senior scholar/activists who from a variety of diverse perspectives were looking at ways of combining inter-disciplinary practices, new knowledges, and alternative strategies for community and global change. From earlier conversations it became clear that we all shared an interest in "transforming" contemporary educational and social paradigms. We were also united by our interest in the role of learning in global and local change and by our preference for university and community partnerships in research and field development.

The TLC has been the sponsor and home of the "Greening of OISE Committee", and the "Green Bag" Lunch and seminar series which has hosted numerous visiting scholars from Norway, Uganda, China, Ireland, Costa Rica, Australia, Korea, New Zealand and the United States. It is a member of CIVICUS (the largest global civil society organization), the Canadian Alliance for Democratic Learning (CANDLE) the North American Alliance for Popular and Adult Education (NAAPAE)and the International Paulo Freire Institute (Brazil). The TLC has worked closely with the Centre for Women's Studies in Education in particular in support of the Dame Nita Barrow Visitorship and Lecture. It has also supported the Centres for Education and Work and the Integrated Anti-Racist Centre and well as a six year involvement with the Indigenous Education Centre. The TLC has also participated actively in the first three editions of the World Social Forum, held in Porto Alegre, Brazil in 2001, 2002 and 2003, and in the first Toronto Social Forum (2003). The TLC encourages open and supportive collaboration with all departments and international centres.