Educational reality is weaved within stories, poems, and dialogues,
as the author demonstrates his becoming of a transformative
educator. Transformative learning is important for teachers to
think about their practices, change their thinking, and share the
stories of their experience for learners' empowerment. This is an
autoethnographic account of the author's experience as a
transformative and transforming educator that unfolds the ways he
has used ethical dilemma story pedagogy to explore interpretative
and creative spaces for transformative learning, both personally
and with a group of trainee teachers who take the responsibility to
facilitate students' learning into a purposeful path. The ethical
dilemma story pedagogy provides relatable scenarios to challenge
and unsettle learners' thought processes leading to acknowledgment
of multiple viewpoints. Theorising Transformative Learning serves
to help educators utilise the sociocultural contexts connected to
students' lives and experiences.
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