Abstract

This study investigates the processes of personal transformation of three students enrolled in a service-learning based course that I taught at Brigham Young University. Informed by my observations as instructor of the course, in the analysis below I draw upon these students' weekly personal reflection essays to describe the process of individual transformation of these three students across the semester. This accounting provides insight into aspects of and contributing factors to that growth. I propose that a service-learning based course design with a framework of anthropological theory is a good way to facilitate transformational educational experiences. Aspects of service-learning such as spending time in and with the community and personal reflection on those experiences contributed significantly to the process of transformation. Case studies suggest that instruction in anthropological theory and practice significantly shapes the outcome of transformative learning. I further propose that the students' own aspirations may have played an important role in the process and outcome of their transformative experience. These case studies show an alternate pathway to transformational educational experience from current theorizations of transformational learning that has less conflict and discomfort for the student and that better recognizes the agency of the student as a participant in that process.

Degree

College and Department

Family, Home, and Social Sciences; Anthropology

Rights

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