The purpose of this qualitative case study was to explore the ways that a change in perspective can create a better understanding of cultural identity. This study addressed: (1) How does a self-awareness transformative learning experience develop critical cultural competence in career and technical education instructors? (2) How does the practice of critical reflection construct career and technical education instructors’ ability to develop self-awareness of critical cultural competence? (3) How does involvement in critical discourse construct career and technical education instructors’ ability to develop self-awareness of critical cultural competence? A three-phase professional development experience rooted in multicultural education provided key elements of transformative learning.
Bezard, C., & Shaw, S. A. (2017). Developing Multicultural Self-awareness Through a Transformative Learning Experience. Journal of Research in Technical Careers, 1 (2). Retrieved from https://digitalscholarship.unlv.edu/jrtc/vol1/iss2/5